Interaction
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Volume 41 Number 4 December 2013
Make a Splash with Geography
Volume 41 Number 4 December 2013
y h p a r g o e G
Journal of the Geography Teachers’ Association of Victoria Inc. Affiliated with the Australian Geography Teachers’ Association Inc. Registered by Australia Post Print Post 328567/00054
Geography Teachers’ Association of Victoria Inc. Reg. No. A0030505Z
503 Burke Road, Camberwell South, Victoria 3124, Australia Postal Address: PO Box 2066, Camberwell West, Victoria 3124, Australia (03) 9824 8355 Fax (03) 9824 8295 office@gtav.asn.au www.gtav.asn.au
Vision Statement Geography offers all students the opportunity to: • experience a unique perspective of environments, peoples and their interaction; • develop knowledge, skills and values that enable them to explore and understand the world. The GTAV is committed to excellence in geographical education in Victoria. This is achieved by: • providing leadership in geographical education; • promoting the value and place of geography teaching and learning; • fostering participation of, and collaboration between, students, teachers and the wider community; • providing quality services and support. Interaction — Registered by Australia Post Print Post 328567/00054 This publication is copyright. Apart from any fair dealing for the purpose of private study, research, criticism or review, no part may be reproduced by any process without permission of the publishers except under the following circumstances. Permission is granted to an individual teacher or group of teachers within a school to reproduce appropriate extracts provided that such materials are not for use by other schools and provided that the materials are not for re-sale or for any form of commercial gain. The authors and contributors alone are responsible for the opinions expressed in their articles, and while reasonable checks are made to ensure the accuracy of all statements, neither the editors nor the Geography Teachers’ Association of Victoria accepts responsibility for statements or opinions expressed herein. Advertisements/flyers included in this publication conform with the GTAV’s policy of keeping members informed and does not necessarily imply endorsement of the particular product.
Geography Teachers’ Association of Victoria Inc. Reg. No. A0030505Z
503 Burke Road, Camberwell South, Victoria 3124, Australia Postal Address PO Box 2066, Camberwell West, Victoria 3124, Australia (03) 9824 8355 Fax (03) 9824 8295 office@gtav.asn.au www.gtav.asn.au
Publications Price List
Robert Gell BSc (Hons), FRGS
Patron
Trish Douglas Leonie Brown Ann McKay Kerry Bainbridge Philip Hedley Anne Miles Libby Hillman Jane Bellamy Maree Boyle Anna Blamey Matt Davidson Adrian Defanti Neil King Despina Polatidis Lou Preston Melinda Rankin Ian Rutherfurd Karoline Walter Sue Young John Ramsdale Alex Rossimel Cleo Westhorpe Peter Wheeler Assoc Prof Brian Finlayson Dr Stephen Legg Stephen Latham Judy Mraz Diane Boase Heath Graham Selena Prior Marilyn Snider Margaret O’Brien Kathrine Ord Mirica Giuliano Kate Vaux Rob Berry
A “silent tsunami”: Global Food security in the 21st century
80 x 56mm
Denise Miles Judy Mraz Kerry Bainbridge Matt Davidson Adrian Defanti Trish Douglas Anne Miles Geoff Paterson Despina Polatidis John Ramsdale Karoline Walter Simon Kwok Anna-Marie Shew
Cover acknowledgement
Cover image: Earthobservatory. Snowmelt and glacial runoff swell the rivers along the southern coast of Alaska carrying sediment into the Gulf of Alaska Cover design: Simon Kwok, Infographics
Copyright © Geography Teachers’ Association of Victoria Inc.
Free
Building Global Awareness: 50 activities and ideas for teachers of Upper Primary and Middle School students
Free
Bushfires: a resource for students
Free
Christie Walk – a piece of ecocity DVD
Climate Change – a topic generating a lot of heat! Dying to go . . . to the toilet – the sanitation challenge
$49.00 Postage of all single items is $11.00 per item within Victoria.
Free Free Free
Forests, biodiversity and people CD-ROM Special
Geoinvestigations – Fiji – Set of 15 A2 broadsheets
NEW
Geographies of human wellbeing
Free
Special
Geospatial Skills Activity Book 5
Contact the GTAV office for latest prices
Special
Geospatial Skills Activity Book 6
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Prices subject to change. Please contact office for current prices, special offers and for bulk postage.
$15.00
Global Education Teaching and Learning Websites CD-ROM
Free
Global Perspectives A framework for global education in Australian schools
Free
Looking at Forests (primary and lower secondary)
Free
Interstate postage rates will apply. Please contact the office for postage rates.
Free
Nicky’s World (Early Years) NEW
Free
Forests: A Global Perspective (a book for middle secondary students)
$0.30
Mapping your career with Geography 2013 – promotional brochure My Place – Series 2 plus Teachers’ Guide v.2 and My Place book
$145.00
My Place – Series 2 plus Teachers’ Guide v.2
A 50 per cent surcharge has been added on most resources for non-member orders.
$185.00
My Place Series 1 & 2 plus Teachers’ Guide v.2 and My Place book
Teaching about other countries: a teaching model for primary and middle school teachers
$130.00 Free
* includes postage. The New Geography Dictionary $19.95 Thinking Globally Global perspectives in the early years classroom
VCE: Geography Environments VCE Units 1 and 2 (New Perspectives)
NEW
$39.95 $79.95
VCE – Student Exam Lecture 2012 – DVD
$60.00
VCE – Trial Examination 2013
$60.00
Water, Water Everywhere – Revised Edition
$54.95
VCE: Resources and Perspectives VCE Units 3 and 4 (New Perspectives)
Water for life: Investigating water as a global issue
Free
Where are we in the world? Globe and mapping activities for junior and middle primary students
$30.00 Free
Topographic Map Set Map set (Four A2 topographic maps with aerial photos. Each map comes as a set of 15 detailing Bundalong, Hotham Heights, Port Campbell, Toolangi.)
$60.00
Promotional Materials
Production of Interaction
Editors Resources sub-committee Desktop publishing Proof reading
Member's price All prices include GST
Teaching kits, Textbooks and Resource materials
2013 Committee
President Vice President Immediate Past President Treasurer Secretary Executive Officer Members Coopted Member Ex Officio Members Education Officer Director of Projects Global Education Office Manager Bookkeeper Administrative Assistant Librarian Web manager
Collected
Posters Special
Geographic characteristics (set of 4 posters: Mildura, Twelve Apostles, Mt Noorat, Melbourne)
$10.00
Special
Spatial Concept Series (set of 9 posters)
$30.00
Ordering Procedure
Members/non-members
When ordering materials for your school, please use an official School Order Form and quote the relevant order number. Payment by MasterCard or Visa is accepted. Phone orders will not be accepted and materials are not available on an approval basis. Please ensure that adequate postage and handling is included when forwarding an order. Interstate postage will incur a higher postage rate and bulk postage rates will apply when ordering two or more items. The above prices are for individual and school members of the GTAV. Non-members prices are plus 50 per cent of the collected price for members. You are welcome to visit the GTAV office to look at materials. Prices and availability may change without notice.
Journal of the Geography Teachers’ Association of Victoria Inc. Reg. No A0030505Z
Interaction Volume 41 Number 4, December 2013
Advice to contributors
Contents
Articles submitted for possible inclusion in Interaction should follow these guidelines.
GTAV News
• We welcome short articles (500 to 800 words), units of work, lesson plans and fieldwork ideas. • All material should be typed, double-spaced in 12 point and submitted by email as an attachment. • Articles intended for classroom use should have VELS or all VCE levels included. • Accompanying photographs, sketches, maps, diagrams or cartoons should be strong in contrast. These items will also be returned upon request. • Contributors are responsible for the factual accuracy of the articles and for obtaining permission to reproduce text or illustrations from other publications. • Please observe copy deadlines which are printed in each edition.
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Feature Article Tackling the climate change sceptics – a discussion Alan Wiggs
Articles Smart Steps to a walkable world: using walking and local areas for Geography fieldwork and action plans
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Ben Rossiter
Water co-operation for peace, rights and sustainability
23
Cathy McNicol
Raingardens: Managing our stormwater Judy Mraz
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I AM GLOBAL CITIZEN – Global Citizenship Education for the end of extreme poverty
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Send copy to the Editor Interaction: Judy Mraz 3 Jacka Street Ferny Creek VIC 3786 email: judyfrost.mraz@gmail.com Phone: (03) 9755 1120
Taking classrooms global with Model United Nations Conferences!
Denise Miles email: editor@gtav.asn.au
Megan Bourke
• The editor reserves the right to select and edit copy for printing and any material published becomes copyright of the GTAV. • Upon publication of an article, contributors receive a complimentary copy of that edition of Interaction.
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Alicia Crawford
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Emeline Suteau
Human Rights – at the core of human wellbeing Geography and the Asian Century
35 38
Pamela Stewart
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The Port of Melbourne Kristy Janin
Fieldwork Coasts: Where the land joins the sea
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Maree Boyle
A field trip report on SW Volcano Country: Fieldwork that rocks!
53
Peter Bakker, Geoffrey Paterson and Ian D Lewis
Reviews 59 Index
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Disclaimer: Every effort has been made to trace ownership of copyright material. Information that will enable the publisher to rectify any error or omissions will be welcome. Please contact the publisher.
December 2013 Interaction
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GTAV News
Editorial
A
fter a stimulating year watching the unfolding of the new Australia Curriculum: Geography, it is time to take a well-earned break before many schools, teachers and students launch into implementation of the new curriculum in 2014.
Judy Mraz
This edition of Interaction focuses on the hugely-successful GTAV Annual Conference 2013 which provided a wealth of support for teachers to assist in the understanding and implementation of the new curriculum. Keynote speakers challenged everyone’s thinking and our feature article is Alan Wigg’s reflection to Professor Tim Flannery’s address. Other articles in this edition stem from many of the workshops. The fieldwork articles are the winner of the Alex Lyne Fieldwork Award and a trip through the south west volcanic region. GTAV partnerships are represented by the article on raingardens and Smart Steps, each suitable to teach in the new curriculum. There are two resources highlighted in the reviews section. Soon there will be many more books to review as publishers make available texts for the new curriculum. As usual, the December edition includes the annual index to help you find articles published during the year – with thanks to Geoff Paterson. As editors, we wish to thank the committee members who offer us sound advice and ideas for each edition, Geoffrey Paterson for co-ordinating the reviews section, our proofreader Anna-Marie Shew and our desktop publisher Simon Kwok. It is a team effort and we thank you all.
Denise Miles
We look forward to providing you with valuable resources for 2014. Please look at the themes in Diary Dates if you wish to contribute. Stay safe and enjoy your holiday break. Denise Miles Judy Mraz
FREE GEOSPATIAL SCIENCES SESSIONS FOR SCHOOLS RMIT is offering you the opportunity to have an interactive presentation on Geospatial Sciences at the RMIT City Campus. RMIT representatives will run a free session for your VCE students. Students will undertake a GPS mapping exercise in and around the City Campus.
>
For further information phone 03 9925 2283 or email smgs@rmit.edu.au
www.rmit.edu.au/mathsgeo/schoolvisits
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Interaction Vol 41 No. 4
GTAV News
Diary dates UNITED NATIONS OBSERVANCES 2005-2014 2005–2014 2014 2014
UN Decade of Education for Sustainable Development International Decade for Action: “Water for Life” International Year of Small Island Developing States International Year of Family Farming
2014 February 20 February 21 March 8 March 21 March 21 March 22 March 23 April 4 April 7 April 25
World Day of Social Justice International Mother Language Day International Women’s Day International Day for the Elimination of Racial Discrimination International Day of Forests and the Tree World Water Day World Meteorological Day International Day for Mine Awareness and Assistance in Mine Action World Health Day World Malaria Day
Interaction journal Volume 42, 2014 No. 1. March 2. June 3. September 4. December
Theme Maps and Mapping Interconnection First Peoples Geography all encompassing
Copy deadline January 31 April 25 July 18 October 10
To members March 25 June 17 September 9 December 2
We welcome contributions. Before sending copy to the editors, please refer to the Advice to contributors page in this issue.
From the President
Y
et again the year has flown by. However, 2013 has been an exciting one in the world of Geography in Australia. The signing off of the Australian Curriculum: Geography was a most significant moment for us all. After considerable time spent during the past two years on this, we were all relieved to see it actually happen in May. Consequently, GTAV has been an even busier organisation, with greater demands in particular on our Education Officer, Steve Latham, to organise and provide a range of professional development activities to facilitate the implementation of this curriculum. We have also been grateful to have the assistance of AGTA President, Malcolm McInerney with this as he has made a number of trips to Victoria to run some really valuable sessions for our members. Again, I draw your attention to a key resource for the Australian Curriculum: the GeogSpace website Trish Douglas
www.geogspace.edu.au/
News in the August VCAA Early Years to 10 Bulletin, means we anticipate the publication of the new AusVELS (AC) for the Geography course early in 2014, so Government and Catholic schools will still be reporting to the previous VELS Standards but using the expanded AusVELS eleven levels F–10 in 2014. The official implementation year for AusVELS (AC) Geography is now 2015 for Government, Catholic and Independent schools in Victoria. The GTAV has created a document to assist teachers to match up some of the current standards with the new course so that teachers implementing the Australian Curriculum: Geography are able to link their reports as appropriate. This is available on the GTAV website at http://www.gtav.asn.au/CMS200/files/cms_files/AusVELsTransitionTranslationTable2014%20V1.pdf. I would urge teachers to “dive in” to the new course next year. I would like to express a public thank you to all GTAV staff members and Committee for their dedication and hard work above and beyond the call of duty during the year. I hope you all enjoy a well-deserved break over the holidays.
Trish Douglas
December 2013 Interaction
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GTAV News Name: Ian Rutherfurd, Committee member Qualifications: BA (Melbourne), PhD (Monash Geography). Current employment: Associate Professor at the Department of Resource Management and Geography, at the University of Melbourne.
Background in education: Taught at Monash University (Civil Engineering), University of Melbourne (Geography). Educational institutions worked in: Melbourne, Monash, Rhodes University (South Africa), University of British Columbia. What are your specific interests in Geography? Physical Geography. Natural resource management and catchment management. Special interest in river processes (fluvial geomorphology). How important is Geography’s role in the curriculum? Very important! Provides an integrative approach, richly spiced with spatial elements! How will you use your role on GTAV Committee to promote Geography? To improve the relationship between secondary and tertiary teaching and practice in Geography. Favourite “places” to travel: All of the big rivers of the world! Recently – western China. Best “spaces” to eat: The Asian restaurants of Box Hill. Global “interconnections”: Worked extensively through the USA, Canada, Africa, Asia.
Dates for Office closure Closes: Friday December 20, 2013 Reopens: January 20, 2014
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GTAV News
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GTAV News
Melbourne Water’s Education Programs for primary and secondary students focus on the urban water cycle.
By exploring water as a resource and the biodiversity of our waterways, we aim to enable young people to better understand water use issues and how to make positive change.
Our incursions and excursions support the Australian Curriculum for Geography and the water and biodiversity modules in ResourceSmart AuSSI Vic. melbournewater.com.au/education
GTAV News
GTAV Annual Conference 2013 T
he GTAV Annual Conference – Making a Splash with Geography – was a resounding success with 850 participants over three days from 25–27 August. The feedback from delegates, presenters, sponsors, displayers, GTAV Committee and staff was overwhelmingly positive. The new Australian curriculum and superb principal speakers – Dr Cliff Ogleby, Dr Bob Brown, Professor Tim Flannery, Dr Juliana Mansvelt, James Merlino MP, Susan Caldis (ACARA), Monica Bini (VCAA), Malcolm McInerney (AGTA) and Rob Gell – all added to the atmosphere. The many workshops from teachers, organisations and industry had a practical classroom focus that teachers require. Many younger teachers attended and numerous schools sent two or more teachers. The GTAV Founders’ Address honoured Ian Coghill from the 1959 Committee and GTAV Life Members and long-term friends joined us for the following lunch. Maree Boyle won the Alec Lyne Fieldwork award with Andrew Dodson receiving an honourable mention. Delegates appreciated the new booking system allowing them to directly register for a workshop session rather than submitting preferences. The Conference App and Twitter #gtav2013 were well used.
Thank you to my wonderful team at the GTAV office and the GTAV Committee for ensuring that this conference was such a success. The theme for 2014 is Geography, all encompassing. It will be held from the 24 to 26 August. It is promising to surpass 2013 with next year being a planning and trial year for Dr Bob Brown full implementation of the Australian Curriculum in 2015.
Cleo Westhorpe and daughter, Lilla
Dr Bob Brown and GTAV Executive Officer, Libby Hillman
GTAV President Trish Douglas, Prof Tim Flannery and GTAV Patron Rob Gell
Ian and Wendy Coghill and Hec Gallagher Monica Bini, Malcolm McInerney, Susan Caldis and GTAV Education Officer Stephen Latham Karoline Walter, Dr Juliana Mansvelt, Anna Blamey and Mary Catus-Wood
Trish Douglas, Ian Coghill and Maree Boyle December 2013 Interaction
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Feature Article
Tackling the climate change sceptics – a discussion Alan Wiggs, The Peninsula School
D
r Tim Flannery was one of the keynote speakers at the GTAV Annual Conference in August. He spoke about climate change and provided discussion and data about the trends published by the now defunct Climate Change Commission. We are publishing this discussion by Alan Wiggs to reflect some of the points made by Tim Flannery as well as Alan’s view based on the scientific data. Alan has written and published numerous articles on this topic. Readers’ responses are welcome – please email the editors. I first heard the term “The Greenhouse Effect” back in the 1970s at Monash University when I was studying Meteorology under the inspiring W.L. Dale. We learnt about the functions of the atmosphere – a thin, fragile blanket of gases that keeps the Earth 15 degrees Celsius (about 30 degrees Celsius warmer than it would be without greenhouse gases). Water vapour, methane and CO2 were the main greenhouses gases that “keep our planet warm so that it is not covered in ice, too hot or devoid of liquid water” (Plimer’s Heaven and Earth 2009 p. 411). We knew that water vapour contributed 50 per cent whilst CO2 contributed 19 per cent of the warming effect of our atmosphere (see Schmidt 2010). Back in the seventies we thought of this as a static relationship – there was no real hint that our whole view of the atmosphere was about to change and that our world view of climate was about to be turned on its head.
The basic argument behind climate change is a fairly straightforward one and the logic is not in question. Human activities have changed the chemical composition of the atmosphere due largely to the burning of fossil fuels and the (often forgotten) deforestation of large amounts of the planet’s surface. It is quite logical to expect that, as the CO2 component of the atmosphere has increased 35 per cent since pre-industrial times, so the capacity for it to warm the atmosphere has increased. How much, why and how quickly is open to debate and, as there are a range of observed and predicted changes, sceptics tend to jump up and down and shout “They don’t know what they’re talking about!” Like the sceptics, I would cry out “Don’t panic”. I don’t really get the “C” in the term “Catastrophic Anthropogenic Global Warming” (CAGW) at all. Changes will be more subtle than that, despite the fact that the rate of increase is much more rapid than in natural cycles. The term “global warming” is something of a misnomer, as it over-simplifies the full raft of climate changes which includes an increase of weather extremes. There will be colder than usual winters (as in the UK recently) but this increased variability will lie over a gradual rise in the background temperature of the atmosphere. There is mounting evidence of increases in weather extremes as evident in the table below. Mind you, this is provided by Munich RE, an insurance company, so this data needs to be carefully considered. There are other variables to factor in such as rising populations and increased access to insurance, but can this really explain a doubling of such climate-related events? I doubt it.
Figure 1: Weather catastrophes worldwide 1980–2011 Source: 2012 Munchener Ruckversicherungs – Gesellschaft Geo Risls Research NatCatSERVICE
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Feature Article Not happy with data from an insurer (hardly an impeccable source), I decided to investigate further. In a 26-page study of “Billion Dollar Weather and Climate Disasters” by NOAA and the National Centre for Atmospheric Research (www1.ncdc.noaa.gov/pub/data/papers/smith-and-katz-2013.pdf), I was staggered by what was revealed – “An increasing trend in annual aggregate losses is shown to be primarily attributable to a statistically significant increasing trend of about 5 per cent per year in the frequency of billion-dollar disasters. Amongst the many graphs showing similar increases, the study presents this one in figure 2 (with values standardised to 2011 values). Yes, population has increased as has infrastructure investment, but not 50 per cent per decade! Spot the trend.
Figure 2: Billion Dollar Weather and Climate Disasters 1980–2011 Source: www1.ncdc.noaa. gov/pub/data/papers/ smith-and-katz-2013.pdf
Scientists should consider all variables and should be sceptical, but that does not extend to disregarding any data that one doesn’t personally agree with and labelling the whole issue as a conspiracy spun up by the climate scientists. Conspiracy theories blossom around climate sceptics – a study done by Stephen Lewandowsky and his colleagues at the University of Western Australia (The Guardian UK July 27 2012) found an increased predisposition for climate sceptics to believe in such conspiracies. But sceptics throw the baby out with the bath water when they reject what they see as “warmist” data from meteorological organisations such as NOAA, NASA, Goddard Institute, Climate Research Unit, CSIRO, and the Berkeley Institute amongst others. The blogs of sceptics generally come from either the media or branches of science not related to weather and climate – the whole debate becomes incredibly political. Let’s look at some of the sceptics’ claims. “Global warming isn’t real – it just isn’t happening” If you disregard just about all data produced by meteorologists and climate scientists, and stayed indoors for the last 30 years you could actually make this claim. The Berkeley Earth Surface Temperature project was partially funded by groups (such as The Koch Foundation) who had funded sceptical research (see http://berkeleyearth.org/results-summary/). It was an independent study of 1.6 billion data points that verified other studies done by NOAA and NASA to a surprising degree (see figure 3). Their analysis shows that the rise in average world land temperatures across the globe is about 1.5°C in the past 250 years, with about 0.9°C in the past 50 years. Eleven of the scientists working in the Berkeley lab have won the Nobel prize, but there are people who would rather believe the various blogs run by a TV weatherman, journalists, mining geologists, economists, a molecular biologist, or “Lord” Monckton (who is neither a Lord nor a scientist). Given that we’ve just had a summer that broke 123 heat records across Australia (http://climatecommission.gov.au/report/the-angry-summer/), this argument is losing supporters. At this point, sceptics normally acknowledge that there is some change but it is very small. “The change is so small it doesn’t matter” I have a problem with anyone that accepts that one species has the right to rapidly change the climate of the planet. Even a one-degree change as a global average will be closer to 2–3 degrees in the Arctic (as a larger share of the warming takes place in high latitudes and specifically in the Northern Hemisphere, where there is less ocean to dissipate heat). The impacts will be wide and varied but are difficult to predict – but should we wait another 30 years when the consequences really start to bite? But to trivialise this issue generally means placing it behind our short-term economic priorities. “It’s just a natural cycle” The problem with this argument is that the change is far more rapid than what occurs in “natural cycles”. In fact, this degree of change is significantly more rapid than the normal rise out of a glaciation. The Warm Ice Age was the fastest and the current
December 2013 Interaction
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Feature Article
Figure 3: Decadal land-surface average temperature Source: NOAA/NASA
rate of change is 7–10 times beyond that. Also, the introduction of an extra 35 per cent of CO2 into the atmosphere is not “natural”. A subset of this argument is … “It’s caused by volcanoes”, a view supported by Plimer when he states “Volcanoes produce more CO2 than the world’s cars and industries combined” (Heaven and Earth p. 413). And yet the United States Geological Survey estimates “Human activities release more than 130 times the amount of CO2 emitted by volcanoes.” Every litre of fuel we burn produces around 2.5 kg of CO2 and every tonne of coal we burn produces 2.86 tonnes of CO2, so this is hardly surprising (source www.eia.gov/coal/production/quarterly/co2_article/co2.html) “You can’t trust temperature data” NASA and NOAA are independent scientific organisations that have collected detailed temperature data and Berkeley has 1.6 billion data points from 36 000 climate stations. There are also anecdotal observations. For example, if you’re over 50 and live in South Eastern Australia (as I do) you might remember trudging across frosty lawns on the way to school, several times each winter. I remember pouring warm (never boiling) water over dad’s car windscreen to melt the thin ice that would form overnight. The fact that my children (the eldest is now 20) have never (not ever!) seen a frost made me curious. So, I conducted some research and found this refreshing old study that doesn’t even mention global warming or climate change – rather it was simply looking for parallels between El Niño events and frost years. Quite by accident, they found a remarkable and unexpected decline in frost days in South Eastern Australia between 1894 and 1998 (http://cawcr.gov.au/bmrc/clfor/cfstaff/nnn/pubs/stone.pdf). Goondiwindi, for example, has experienced a pretty
Figure 4: Decline in yearly frosts 1884–1994 Source: http://cawcr.gov.au/bmrc/clfor/ cfstaff/nnn/pubs/stone.pdf
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Feature Article consistent decline from around eight frosts per year in 1894 to generally none by 1994 (see figure 4). Frost days in Europe and the USA also show a decline. And there are changes in the length of seasons – the USA appears to be enjoying an earlier start to their summers. Animals seem to emerge from hibernation earlier, flowers bloom into earlier spring and human behaviour has also changed. In the Grand Canyon, for example, the peak attendance date shifted from July 4 in 1979 forward to June 24 in 2008, possibly as a response to earlier summers? Not concrete evidence, but interesting observations (http://news.sciencemag.org/sciencenow/2011/12/scienceshot-grand-canyon-too-cro.html).
Figure 5: NCDC decadal change in winter temperatures Source: http://patriotpost.us/ opinion/17228
“It’s actually getting colder” This is my personal favourite. US Sceptic/TV Weatherman Joe Bastardi reveals that the central states of the US have actually decreased in temperature as much as -8.74°F in a decade. That is a change of Ice Age proportions in 10 years! Just look at the map in figure 5. Joe presents this bizarre map at http://patriotpost.us/opinion/17228. The map purports to be from the NCDC – if you click on the link, one arrives at a page that looks something like a project draft http://icecap.us/images/uploads/NCDC_Winters.pdf and has another link to NOAA data www.ncdc.noaa.gov/oa/climate/research/cag3/cag3.html. Yet, the NOAA data (supposedly the source) bears absolutely zero resemblance to this fictional map and indeed cites a 0.3°F increase per decade for Kansas specifically and a 0.3°F per decade increase for contiguous USA for 2001–2011. The map is a huge error. “Global warming stopped 16 years ago” By fiddling around with trend lines in a graph and choosing a starting and ending point that suits your purpose, you can construct this argument.
Figure 6: How sceptics and realists view global warming Source: www.skepticalscience. com/pics/Skeptics_v_Realists. jpg
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Feature Article The red line in figure 6 shows the trend over time, the blue line shows it can be sliced up into shorter static periods. But it is a classic case of finding data that suits your argument and manipulating it (both “sides” do it though, so be careful!). So, it could be argued that global warming stopped in 1970 . . . and then in 1977 and then again in 1988, and so on. Various sceptics have quoted activist James Hansen on this issue. James is the head of NASA’s Goddard Institute and recently was arrested at a protest in Washington DC trying to stop the Keystone XL pipeline that would bring Canadian tar sand oil through the US James Hansen did indeed state “The five-year mean global temperature has been flat for the last decade” but sceptics conveniently omit the follow-up “that the first half of the past 10 years had predominantly El Niño conditions, and the second half had predominantly La Niña conditions.” (http://wattsupwiththat.com/2013/01/16/quote-of-the-week-hansen-concedes-the-age-of-flatness/) This means that El Niño bumped up the line for the first five and then La Nina flattened it again. This is hardly any significant evidence that global warming stopped 16 years ago. Rather that the influence of two powerful climate machines was evident over the last 10 years, and meanwhile, as Dr Tim Flannery pointed out at the GTAV conference, the oceans continue to warm. “It’s just the sun!” Well . . . yes! Initially, at least. Various cycles involving changes in the solar constant or variations in the electro-magnetic solar wind have all been suggested as “natural” reasons for the rising temperatures. But there is one compelling piece of evidence which sceptics are yet to explain. The stratosphere (upper atmosphere) appears to be cooling at pretty much the same rate as the troposphere (lower layer) is warming. The troposphere is the layer we live in, from the surface up to around 18 km – it contains 80 per cent of the atmosphere’s mass and 99 per cent of its water vapour and aerosols. The argument is that the stratosphere is cooling because less heat is escaping the troposphere to warm it (due to an enhanced greenhouse
Figure 7: The warming and cooling of the stratosphere Source: http://en.wikipedia.org/wiki/File:RSS_troposphere_stratosphere_trend.png
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Feature Article effect). This is seen as an indicator that the source of heating is terrestrial re-radiation rather than an external source such as Milankovitch cycles or cosmic rays (www.metoffice.gov.uk/hadobs/hadat/images/update_images/global_upper_air_thumb.png) – see figure 7. “Given even a doubling of CO2 only a one-degree rise is possible” The physics of this may have some evidence (although not entirely settled) but even if we accept this, the premise conveniently ignores “feedback loops” that act to multiply the effect of temperature increase. And we’ve already experienced a 1.5°C rise over 250 years with only a 35 per cent rise in CO2. So, can there be other factors at work? Also, even a one degree rise in the global average will be closer to 2–3 degrees in the Arctic (as a larger share of the warming takes place in high latitudes and specifically in the Northern Hemisphere where there is less ocean to dissipate heat). Such a rise in the Alaskan and Siberian Tundra will lead to softening and melting of permafrost which has the potential to release a quantity of methane that will easily eclipse our CO2 output. This has already begun – elevated methane levels are being measured in the north (www.guardian.co.uk/environment/2010/jan/14/arctic-permafrost-methane). Another feedback loop operates in the Arctic – as ice retreats, there is significantly less surface area to reflect heat and more ocean to absorb it . . . feeding more heat back into the cycle. September 2012 saw by far the biggest retreat of Arctic ice ever – with a 49 per cent reduction on the 1979–2000 average (http://nsidc.org/arcticseaicenews/2012/10/poles-apart-a-record-breaking-summer-and-winter/). David Attenborough spoke extensively of this is his final episode of The Frozen Planet series. Although the Antarctic increased to record levels at this time but “. . . sea ice in the Arctic has melted at a much faster rate than it has expanded in the Southern Ocean”. The net loss of reflective ice is crucial to the planet’s “albedo” – as shown in NASA’s image in figure 8 (www.nasa.gov/topics/earth/features/arctic-antarctic-ice.html).
Figure 8: Decrease in Arctic sea ice Source: www.epa. gov/climatechange/ science/indicators/ snow-ice/sea-ice.html
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Feature Article The September 2012 Arctic minimum set a record low. Since then, there has been much talk by sceptics of the “ice recovery”. At its peak in June, the ice was approaching the 1981–2010 average but, this recovery too has stalled. The latest data shows that the 2013 “ice recovery” is now tracking down closer to the 2012 minimum (http://wattsupwiththat.com/reference-pages/sea-ice-page/)– figure 9. It won’t be a new record minimum, and can hardly be used as evidence that global warming has stopped.
Figure 9: Arctic sea ice extent Source: http://wattsupwiththat.com/reference-pages/sea-ice-page/
But, notice the trend in figure 10 – every decade from 1980 onwards shows a significant reduction in the average ice extent. This in itself is significant. Anyone who says the Arctic ice has recovered to “normal” levels is talking about a new adjusted “normal”. And this reduction in ice area affects the planet’s ability to reflect heat and, in itself, will warm the oceans in Arctic latitudes.
Figure 10: Arctic sea ice extent 1980s–2013 Source: http://wattsupwiththat.com/reference-pages/sea-ice-page/
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Feature Article “CO2 is plant food; the glaciers aren’t melting; the oceans are not warming and sea level is not rising” The sad thing now is that you can probably find some data somewhere to prove anything. Plants need CO2 but they also need water and a stable climate that matches their distribution. “Lord” Monckton has presented data in his travelling lecture series which is not always clearly sourced and, amongst other things has stated that “The Himalayan Glaciers are doing fine” (SIPP Monthly CO2 report Feb. 2010) Along with various other sceptics, he seems to think that there has been no increase in ocean heat content for 50 years and that the sea level is not rising. NASA has independently measured that the world’s glaciers are indeed melting. How about 4.3 trillion tons of melting from 2003 to 2010?
Figure 11: Sea level rise cartoon Source: http://buildaroo.com/news/article/climate-change-scientist-believe-in-it-but-do-you/
A detailed study at www.nasa.gov/topics/earth/features/grace20120208.html that analysed glaciers in central Asia (including the Himalayas and Karakoram) and that was published in 2012 (www.nature.com/nclimate/journal/v2/n9/full/nclimate1580.html) found that: “The total glacier area of 7090 glaciers has decreased from 13 363.5 km2 to 12 130.7 km2 in the period between the 1970s and 2000s”. I guess we have different ideas about what “doing fine” means. But again somewhere in the middle lies the truth. A 3.2 mm sea level rise per decade appears to be about right. Not overwhelming, but not good news if you live in The Maldives, Tuvalu, or Bangladesh. “Scientists don’t agree on climate change” Sceptic Bob Halstead discredits the study done by Schneider which claimed a figure of 97 per cent support for the Anthropogenic Climate Change concept by meteorologists and climatologists. Figure 12 from Wikipedia, combines the results of several studies. And there are many, many more. “We can’t do anything about it – it will cost too much” There are no simple answers here. CO2 is a long-lived gas in the atmosphere and we are stuck with some continued change no matter what actions governments might take. Sceptics will argue that we are committing economic suicide for no gain. It is a difficult dilemma, but too often the accounting is incomplete. When the Howard Government contracted ABARE (Australian Bureau of Agricultural Resource Economics) to estimate the costs of Kyoto compliance they arrived at a figure per person that was initially worrying. This was later revised downward enormously, but the real issue is that there was never any attempt to balance the ledger by estimating the future costs of doing nothing. Whether “CAGW”/global warming/ climate change (whatever you want to call it) is real or not, reafforestation, renewable energy sources, investment in solar and wind technologies, alternative energy sources such as Thorium – all are ultimately better alternatives than following our current path. And the planet will be the benefactor.
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Feature Article
Figure 12: Opinions of climate and earth scientists on global warming Source: http://en.wikipedia.org/wiki/Scientific_opinion_on_climate_change
So what should we do? Everything we can. Start somewhere. Take action. One of the first acts by the newly-elected Liberal Government in September was to abolish the government-funded Climate Commission. After a public appeal and crowd-funding, the Climate Commission was reformed as the Climate Council. Go to www.climatecouncil.org.au for the latest independent information about climate change from the experts.
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Smart Steps to a walkable world: using walking and local areas for Geography fieldwork and action plans Ben Rossiter Executive Officer of Victoria Walks (funded by VicHealth)
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eople walking for leisure, pleasure or purpose is a marker of a healthy community. Neighbourhoods where people walk to local destinations, shops, work or school with a dog, by themselves or with others are reflective of a healthier, happier, and more socially connected community. In these sorts of communities, local streets are not only for walking, but also strolling, playing, living, socialising, stopping, learning and having fun. Neighbourhood walkability is at the heart of healthy, sustainable, liveable and economically strong communities. It is a key factor in physical, social and mental health. A walkable neighbourhood is one in which all of the social and built environment works together to welcome and support people who want to walk – it includes things like good public transport, quality crossings as well as local destinations such as shops and services within walking distance. That is, walkable neighbourhoods are useful, safe, comfortable, and interesting. They are the type of places where people are drawn out, where they can and do choose to walk. Since the 1970s there has been a significant drop in students walking to school. This decline represents a lost opportunity for children and young people to achieve the minimum one hour of physical activity required per day for good health1. This is concerning as patterns established during childhood tend to follow them into adulthood. Those who take up healthy behaviours such as walking during childhood are more likely to continue these practices as adults. Significantly increasing walking will also have other benefits such as addressing issues of obesity and other preventable diseases, and decreasing traffic congestion, pollution and social disconnection. The relatively low levels of walking are not surprising given that many of our cities and towns are designed around cars, resulting in poor walkability as these environments are not pleasant to walk or play in. When neighbourhoods are less walkable they can greatly impact on children and young people’s development. Walking and getting around independently helps children learn how to deal with situations, make decisions, explore and have fun. The physical, social and developmental benefits are enormous. The beauty of walking is that it is free, doesn’t need special equipment, and can be built into everyday life. Importantly for young people it is an inclusive form of physical activity, not a sport enjoyed by only the few or the talented. As a walking health promotion charity working to get more Victorians walking every day, Victoria Walks recognises that improving walkability around schools and local neighbourhoods is critical to increasing children’s walking levels. School communities can play a key role in bringing this about, but such activities are not part of a school’s core business. Teachers have a lot of demands on their time so it is challenging for them to take on new projects that do not align with their existing teaching requirements. The challenge is how best support schools to increase the level of young people’s walking particularly when most opportunities for such physical activity lie outside the school gate. Victoria Walks took up this challenge by developing Smart Steps for Secondary Schools in partnership with the Geography Teachers’Association of Victoria. Smart Steps makes it easy for teachers and schools to address walkability by building it into the Australian Curriculum: Geography. Smart Steps also allows students to develop leadership skills by understanding walkability and making streets and neighbourhoods more walk-friendly (it also links with the Smart Steps for Primary Schools Class Walkability Project). The aim of this unit is for students to gain an understanding of the liveability of places, what liveability means to them and how this term can be applied to their local neighbourhood through walkability. It will allow students to investigate aspects of liveability including community safety, walkability and how young people can enhance the liveability of place and improve their connectedness to and identity with their community. It is strongly linked to the content descriptors for Year 7, Unit 2, Place and liveability. Specific examples of AusVELS links include: ACHGK044 “The influence of accessibility to services and facilities on the liveability of places” and ACHGK047
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Figure 1: Year 7 Unit: Connecting places
Figure 2: Year 9 Unit: Geographies of Interconnections
“The strategies used to enhance the liveability of places, especially for young people, including examples from Australia and Europe”. The aim of this unit is for students to gain an understanding of how people are connected to places in a wide variety of ways, and how these connections help to make and change places and their environments. Through an understanding of walkability, students will investigate perceptions of places, the effects of their leisure choices on places and implications for the future of these places. It is strongly linked to the content descriptors for Year 9, Unit 2, Geographies of interconnections, Geographical Knowledge and Understanding. AusVELS links include the perceptions people have of place, and how this influences their connections to different places (ACHGK065) and the effects of people’s travel, recreational, cultural or leisure choices on places, and the implications for the future of these places (ACHGK069). Both units cover a range of AusVELS Geography inquiry and skills including:
• observing, developing geographical questions, planning inquiry and collecting, selecting and recording data and information • interpreting, analysing data using qualitative and quantitative methods, evaluation and drawing conclusions • presenting arguments and communicating their findings using geographical terminology and digital technologies • reflecting on and evaluating their findings and proposing action in response to the challenges relating to walkability. Smart Steps resources The units include activities designed to get teachers and students exploring and analysing the place in which they live. They move beyond simply understanding liveability and interconnections by providing the opportunity for students to gain a practical appreciation of the concepts by seeking to improve the walkability of their neighbourhood relevant to their year level. These units strongly address most aspects of Geography inquiry and skills at each year level.
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Articles Embedded throughout each unit’s resources are interesting and useful links to various Victoria Walks resources that are designed to inspire and assist teachers, students and the general community to understand and improve walkability. Resources include:
• the benefits of liveable, walkable communities • engaging videos that explain the concept of walkability, including some light-hearted and humorous YouTube clips • how to conduct and assess walkability by conducting an audit of neighbourhood streets, including explanatory photos and text of good and bad issues (see figure 1) and an audit template form • an example walking audit (Westgarth Walking Audit – figure 2) that has been created on Victoria Walks’ Walking Maps (www.walkingmaps.com.au) • what good urban design looks like and how things like urban traffic speeds impact walkability (see figure 3) • inspiring case studies and tips from around the world on what can be done to improve walkability.
Figure 3: Walking Audit explanatory notes (www.victoriawalks.org.au/Walking_audit)
Walking Maps is an optional tool that can be used in both units. Walking Maps is an exciting desktop and mobile website which enables individuals, communities and organisations to create, discover and share walks anywhere in Australia with photos, points of interest, walk descriptions and more. It is at the forefront of the use of technology and social media in health promotion, community engagement, tourism and education (see figure 6). Search for walks by “Academy” to see examples of how the site is being used by some classes.
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Figure 4: Westgarth Walking Audit (http://walkingmaps.com.au/IndividualWalkAction.action?walkId=574)
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Articles Good seating and wide pavements makes this shopping strip a much nicer place to visit and for people to have a rest.
Speeding cars making it hard or unsafe to cross the street, particularly for children, seniors or people with a disability.
A bend in the road where the speed limit is too high and cars travel too fast means that cars frequently leave the road onto the shared path where kids walk to school.
A pedestrian refuge in the middle of the road makes crossing the road easier and safer.
Beautiful and interesting street art that makes walking much more fun and appealing.
Figure 5: A walking audit can show some of the good and the bad things that help or hinder walking.
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Figure 6: Walking Maps (www.walkingmaps.com.au)
Students are encouraged to draw on Victoria Walks’ extensive online walkability action resources that have been developed to assist communities to work to make neighbourhoods more walk-friendly. Victoria Walks provides guidance and various templates for action. Examples of suggestions for class group work and follow up actions include: letters to the editor of local papers; a letter to local council; a poster campaign; and a press release. Other action strategies could include: making a short movie to explain their proposal for change; gaining the support of the student representative council or the school council to promote their idea for change to improve walkability in the local neighbourhood; inviting a local council representative to the class to inform them about the class idea for improved walkability; and engaging the school community, primary or secondary schools, parents or the local community to press for change. Making streets and neighbourhoods more liveable, interconnected and safer and better for walking is critical to the longterm health and well-being of our communities. Smart Steps builds on young people’s interest in technology, social media and local environments. It develops leadership skills and allows them to make a difference in the community and for this role to be profiled. Importantly, it can get them active, on their feet and connecting with each other and the broader community. To register and download Smart Steps for Secondary schools visit: www.victoriawalks.org.au/smartsteps
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Water co-operation for peace, rights and sustainability Cathy McNicol, Education Services Australia
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ccess to clean water and sanitation is a fundamental right and vital for a healthy life, peaceful communities and a sustainable future. Access to water affects food security and health, which in turn affect poverty alleviation, gender equality, education and environmental sustainability. It is estimated that, in the next 20 years, water use will increase and availability will decrease. There is potential for conflict. Water scarcity, over-abstraction, diversion and pollution can all lead to tension about water use but during the last 60 years there have been only 37 cases of reported violence between states over water while there have been more than 200 international water agreements. The International Year of Water Co-operation 2013 aims to raise awareness about the importance of cooperation to improve access to water. Co-operative approaches to water management lead to improved economic, health, justice and environmental outcomes, as well as promoting understanding and peace. The importance of water as a resource in Australia and the world is recognised in the new Australian Curriculum: Geography. Like global education one of the aims of the new curriculum is “to ensure that students develop as informed, responsible and active citizens who can contribute to the development of an environmentally and economically sustainable and socially just world�. The following activities develop a global perspective about water use and profile resources available on the global education website.
Figure 1: The Global Education website
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Articles Activity 1: Review these statistics – think about the positives and negatives behind them
• • • • • • • • • •
water use has been growing at more than twice the rate of population increase in the last 100 years 60 per cent of freshwater available in the Arab region originates from another region there is a fixed amount of freshwater water is not confined to political borders – 267 of the world’s river basins cross an international border two billion people depend on groundwater tables, including 273 trans-boundary aquifer systems 80 per cent of reliable water resources in the Asia-Pacific, home to two-thirds of the world’s hungry, is consumed by irrigated agriculture each year there are 3.5 million deaths related to inadequate water supply, sanitation and hygiene 1.6 billion people live in countries with absolute water scarcity (less than 500 cubic metres per person, per year) 71 per cent of water collection burden falls on women and girls in sub-Saharan Africa 94 per cent of people living in urban areas and 76 per cent of people living in rural areas have access to safe water.
Source: http://www.unwater.org/water-cooperation-2013/en/
Activity 2: Review how people access water While people in Australia expect that they can go to a tap in different rooms in their homes to access water whenever and in whatever quantities they want, even in the middle of a drought, not everyone in the world has this experience. Look at images of people collecting their water (e.g. www.globaleducation.edu.au/resources-gallery/resource-gallery-images. html Filter by Water and Sanitation). Discuss the following points:
How is water being obtained? • What might it cost? Who might have provided it? • Do the people featured experience their right to safe water? • The world has made progress on improving access to water and sanitation. Millennium Development Goal 7C, to halve the proportion of the population without sustainable access to safe drinking water and basic sanitation, was achieved five years ahead of schedule but still there are 780 million people who do not have access to clean water and almost 2.5 billion people who do not have adequate sanitation. Activity 3: Review places where people are least able to access safe water and sanitation Look at maps showing access to water or water scarcity and use the Project Zero, Visible Thinking 3-2-1 Bridge to note:
3 Thoughts or ideas that arise from the maps 2 Questions you have about access to water 1 Analogy. Discuss the human rights and sustainable futures issues that arise from these thoughts. Activity 4: Case studies and teaching activities On the global education website case studies explore water and sanitation issues in countries of Asia and the Pacific. They explore issues of improving access to water and sanitation in rural Bangladesh, along the Mekong, drought-affected Tuvalu, typhoon-affected Philippines and informal settlements in India. The teaching activity The safe water challenge uses an inquiry sequence to explore issues raised in some of the case studies. Teachers are invited to share ideas about how they would use these resources in the Contributors’ notes section at the bottom of the page. Activity 5: Explore the differing perspectives about use of water There can be many factors at the heart of conflicts over water: unequal distribution; increasing population; inefficient use; pollution; rising cost of access, and differing needs such as damming for hydroelectricity or disposal of mining waste. Role plays which explore different perspectives around these issues engage students and challenge them to co-operate and negotiate a way of sharing water resources equitably.
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Articles The Asia Education Foundation’s Curriculum resources for Geography has two role plays about building dams, one on the Yangtze and the following one on the Mekong:
• Cambodian fish biologist The Pla Buk or Giant Catfish is an extraordinarily large fish. It is unique to the Mekong Basin. If we do not preserve it now, it will disappear under development. The Pla Buk must migrate to spawn, and dams will stop the migration. The Pla Buk is of no great economic significance, but it should not be destroyed. • Laotian farmer Forestry is a major industry in the area. What will happen to the trees when the area is flooded? • Chinese official We do not want to damage the river, but industry is necessary for areas of China near the river for us to develop out of poverty. We have no alternative. • Thai archaeologist This area is the cradle of civilisation, and it is still virtually unexplored archaeologically. Much evidence about human history may be buried here. Once it is flooded for a dam, the evidence will be lost forever. • Thai fisherman Fishing is a major industry in this region. Hundreds of thousands of tonnes are fished every year. Most local families supplement their income by fishing. When the dam is built there is a danger that it will suit some species which will increase their numbers, but that will drive away all others. So damage will be done to the variety of fish stocks available. • Laotian government official Our people live in poverty. Infant mortality is increasing. We need to increase people’s standard of living. The
development which the dam will bring will achieve this by giving us a product – electricity – that we can sell to other countries which are already developed economically. People who are already developed should not try and stop us from gaining these economic and social benefits as well. • Villagers from several countries in areas to be flooded by a proposed dam What about us? We people who live in the area will lose our homes, our land, our livelihood. • Laotian boatman Dams will improve navigation along the river as it will be possible to travel on the river all year once dams regulate the flow. This will increase business and tourism and will make goods more readily available to people. • Vietnamese ecologist Flooding will cause a loss of habitat for some large animals and land-based birds, though water birds will increase greatly. • Tibetan politician Tibet will not be affected, because we have the source of the river. We are keen to keep the river as natural as possible and will not develop it or pollute it for others downstream, but that means we are losing potential revenue which could improve the standard of living for our people. We think other countries should pay us some compensation for this. • Cambodian agriculturalist The dam will hold back destructive flood water and allow plenty for the dry seasons, so areas now unproductive can grow rice through irrigation. This will be a wonderful advantage for many areas.
http://www.asiaeducation.edu.au/curriculum_resources/geography/year_7-8_why_dam_the_mekong_river/year_78_why_dam_the_mekong_river_landing_page.html Other resources Two recent global education publications on water are also available on the global education website. • Water for Life: Investigating water as a global issue contains information and activities for students in Year 7 to 10. Engaging graphics and case studies from the Asia–Pacific region and Africa will help students develop their knowledge and understanding of water distribution, availability and use by people around the world. Each chapter has suggested student activities for use in Geography classes.
• All’s Well? Exploring the World of Water with Upper Primary Students is packed with lesson ideas and resources to bring the world of water to the classroom. Activities use Literacy and Numeracy general capabilities to develop Critical and Creative Thinking; investigations and simulation games to develop Intercultural understandings; and questioning of values to encourage active global citizenship.
Resources ABC Splash, UN Year of H2O Cooperation http://splash.abc.net.au/media/-/m/115943/undefined?source=search Asia Education Foundation www.asiaeducation.edu.au/ g_the_yangtze_landing_page.html AusAID Focus magazine www.ausaid.gov.au/focusonline/Documents/focus-june-sept-213.pdf Global education website www.globaleducation.edu.au/ Oxfam UK www.oxfam.org.uk/education/resources/water-week-learn-resources UN Water Statistics www.unwater.org/statistics_res.html UN Water Cooperation www.unwater.org/water-cooperation-2013/en/ Water Aid www.wateraid.org/australia/learn_zone/default.asp Water Footprint Network: Water footprint calculator www.waterfootprint.org/?page=cal/WaterFootprintCalculator World Tourism Day http://wtd.unwto.org/en Please free to contact me on catherine.mcnicol@esa.edu.au; www.globaleducation.edu.au
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Raingardens Managing our stormwater Judy Mraz, GTAV Director of Projects
Australian Curriculum Domain Geography Year 7 Unit 1: Water in the world
Content Descriptors The classification of environmental resources and the forms that water takes as a resource. ACHGK037 The ways that flows of water connect places as it moves through the environment and the way this affects places. ACHGK038 The quantity and variability of Australia’s water resources compared with those in other continents. ACHGK039 The economic, cultural, spiritual and aesthetic value of water for people, including Aboriginal and Torres Strait Islander Peoples and peoples of the Asia region. ACHGK041 Represent the spatial distribution of different types of geographical phenomena by constructing appropriate maps at different scales that conform to cartographic conventions, using spatial technologies as appropriate. ACHGS050
Year 8 Unit 1: Landforms and landscapes
The human causes and effects of landscape degradation. ACHGK051 The ways of protecting significant landscapes. ACHGK052
Introduction In unbuilt areas, stormwater that is not infiltrated into the soil flows over the ground. If there are agricultural chemicals and other pollutants on the ground, this gets carried along with the stormwater. In urban areas, rainwater from the roof of your house, driveways, roads and footpaths is carried away through drains and pipes. It can also carry with it anything that is lying in the soil or drains – cigarette butts, cans, paper or plastic bags, detergents, oil, fertilisers, leaves, garden clippings, animal droppings and sediment from soil erosion, building sites and unsealed roads. All of this can end up polluting our waterways.
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Articles Activity 1 – How does a raingarden help protect waterways? What is a raingarden? A raingarden is a water saving garden that is designed specifically to capture stormwater from hard surfaces such as driveways, patios and
roofs via downpipes after it rains.
1. Show this short video to the class, explaining how a raingarden works.
http://raingardens.melbournewater.com.au/content/what_ is_a_raingarden.asp Students use annotated diagrams (sketches with notes) to describe how a raingarden works.
Figure 1: A raingarden in a suburban home Source: Melbourne Water
2. Students read the information at the following link. http://raingardens.melbournewater.com.au/content/what_is_a_raingarden/why_build_a_raingarden.asp Ask them to list the ways that raingardens help protect waterways and answer the following questions. a. What is stormwater? b. Have you ever heard a warning not to swim at a beach after heavy rain? Why do you think this happens? c. Describe the problem to the environment if there is too much stormwater reaching rivers, creeks and bays. d. As a class, list all the different types of pollutants that could end up in waterways. e. Now use this list to brainstorm all the different ways that people could stop these pollutants from entering our waterways. Some hints – cleaning paint brushes; washing cars; dog droppings; litter etc. Work as a class or in smaller groups. Go to https://bubbl.us/ and use this online tool to record your brainstorm ideas. Activity 2 – Where is my local waterway? Many schools and homes will be near a waterway. Sometimes they are hard to recognise in urban areas as they may have been modified into concrete channels to allow water to flow more quickly during heavy downpours. 1. Find out where your nearest waterway is. Your students could be detectives to find this, so get them to work in groups or as a class. Use Google Maps or Google Earth to help you locate your local waterway. If you are not sure, get in touch with your local council environment officer and ask them for help. 2. The groups produce an annotated Google map with the following features: name of the waterway, your location (school and/or home), where did the water flow from?, where is it going?, and label potential pollution sources for your waterway. 3. If possible, organise a fieldwork visit to the waterway. You could do this with the Geography and Science teachers. Measure the water quality of your local waterway (visual pollution, turbidity, etc.), take lots of photos and create videos, and produce a report at the end that summarises the water quality found. Activity 3 – Building a school raingarden It may be possible for you to build a raingarden at your school. 1. Watch the video on how to build a raingarden http://raingardens.melbournewater.com.au/content/what_is_a_raingarden/how_do_i_build_a_raingarden.asp. At this link, you can see how a raingarden is built. There are also many fact sheets here to provide you with different raingarden designs.
There are also Frequently Asked Questions here: http://raingardens.melbournewater.com.au/content/what_is_a_raingarden/frequently_asked_questions.asp.
2. Ask students to list the main features of the gardens and how they help filter the water. 3. The Geography students at Eltham High School won a raingarden award. Watch the video about this project. www.youtube.com/watch?v=8075YANcvDk&feature=youtu.be
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Figure 2: The winning raingarden at Eltham High School Source: Melbourne Water
Other raingarden projects can be viewed at http://raingardens.melbournewater.com.au/content/raingardens_in_melbourne/raingardens_in_melbourne.asp
Figure 3: Raingarden at Federation Square carpark Source: Melbourne Water
Figure 4: Raingarden in Lambert Street, Richmond Source: Melbourne Water
4. At this site, http://raingardens.melbournewater.com.au/content/raingardens_in_melbourne/raingarden_maps.asp there are raingarden maps for the City of Port Phillip, City of Kingston, City of Stonnington and City of Knox. If your school is in one of these areas, these maps show which type of raingarden is best suited for different locations within these areas. 5. The Geography teacher could work with the Science teacher to create a series of lessons on soil infiltration and permeability to help plan the best location for a raingarden at your school. Use the information sheets and videos to help you plan the garden, including the costs. 6. Have a fundraiser group to plan activities to raise funds to pay for the raingarden. Going further Find out about raingardens and stormwater projects in your local area. Your students may like to suggest to a local council where a raingarden project could be undertaken. a. At www.clearwater.asn.au/resource_library/Case%20 studies you will find a list of many projects across Victoria. Read about a number of these. If any are in your local area, see if you can visit as part of a fieldwork activity. b. See what your council is doing in innovative stormwater management or visit their websites or contact them directly for information. There may be someone willing to come to the school and speak to your students about the project. SOUTHEAST
NORTH
WEST
EAST
Kingston
Banyule
Brimbank
Knox
Greater Dandenong
Manningham
Greater Geelong
Yarra Ranges
Hume Whittlesea
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Boroondara
Geospatial Skills Activity Books
Relevant to the Australian Curriculum: Geography
Special Offer! Suitable for Years 7 to 10 Geography classes across Australia. Special Offer School orders purchased directly from the GTAV $5.00 per book /student
Geography Teachers’ Association of Vic Inc. PO Box 2066 Camberwell West Vic 3124
Ph: (03) 9824 8355 Fax: (03) 9824 8295 office@gtav.asn.au www.gtav.asn.au
School orders RRP via Booksellers
$7 per book /student
Class sets of 20 plus books from the GTAV
$6.00 per book
Australian Curriculum: Geography Units include: Water in the World
Place and Liveability
Biomes
Landforms and Landscapes
Geographies of Human Wellbeing
Changing nations
1 FREE Copy of each book per school (plus postage )
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I AM A GLOBAL CITIZEN – Global Citizenship Education for the end of extreme poverty Alicia Crawford, National Manager Youth & Schools Program, The Global Poverty Project
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ight now, over 1 billion people in our world live in extreme poverty – defined as living on less than US$1.25 per day. The Global Poverty Project is committed to catalysing the movement to end extreme poverty within our generation, and we seriously believe that today’s generation of passionate and inspired young people will be the ones to do it. Utilising the power of education and creative campaigning, we engage young people as active participants to advance the movement to end extreme poverty and bring about a more socially just and equitable world. Combining Plan’s on-the-ground experience with the Global Poverty Project’s world-class education resources, we’re empowering young people to become advocates for change in their local communities. Our Youth & Schools Program focusses on educating and inspiring young Australians to join the movement and recognise their role as Global Citizens ready and willing to make change. Our multimedia presentation I AM GLOBAL CITIZEN is designed to raise awareness, educate and inspire Australian youth to get involved in the movement to end extreme poverty. Through the presentation, students learn what it means to live in extreme poverty; look at how extreme poverty can be ended; hear case studies and success stories that demonstrate the progress already being made; think about major barriers to development; and be inspired with ideas of small actions they can take to help end extreme poverty.
Figure 1: The meaning of global citizenship
I AM GLOBAL CITIZEN provides a platform for communicating the complex issues surrounding extreme poverty in a relatively simple way. It does not shy away from the complexity and interconnected nature of the issues (e.g. health, governance, corruption, education etc.) but rather, allows students to think critically about how they influence one another and are in fact, all related and important aspects of the larger whole. Issues such as human rights, access to education, health and sanitation, food security, gender equality, global trade and corruption, and climate change can all be looked at as areas of progress and potential challenges still to be faced in the fight Figure 2: The Global Poverty Project to end extreme poverty. Utilising videos, interactive graphs, stories and statistics, specially trained Global Poverty Project presenters engage students not only through their heads but also their hearts. Using the concept of global citizenship, we invite students to think about themselves in the context of the whole world and subtly try to encourage them to think about their identity as young people ready and able to have a positive impact on others around them on both a local and global scale. We live in a world that is more interconnected then ever before. Today’s young Australians have access to global social connectivity, information and travel, and with that comes a growing awareness of our global responsibility. Realising how their consumer and lifestyle choices impact on the wider world both environmentally and socially is part of learning to be a global citizen in the world today. School-aged young people are at a critical stage in their learning and development – they are simultaneously starting to build a sense of identity based on who they are, their social-cultural background, family and friendship groups and aspirational
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Articles self – whilst at the same time becoming more aware of the systems and structures and potential injustices which exist in society around them. Global education helps to widen the students’ world-view. It encourages them to look outside themselves to their local and global community and reflect this back to their understanding of self – to think of themselves as global citizens. As young people growing up in the 21st century, students today are being confronted with an array of global issues and there is a growing need to equip them with the knowledge and skills to engage with these issues and look for solutions. Empowering young people with skills and knowledge and showing them it is possible to create real change by becoming more active also improves their own personal development as resilient, critical thinking and adaptable young leaders. The Global Citizen Presentation and follow up workshops from the Global Poverty Project have been designed to fit into the school curriculum and can be tailored for different topics of interest, class sizes, learning levels and age groups. Combined with our Global Citizen online learning platform, we are able to ensure the learning and inspiration generated from viewing the presentation can be sustained beyond the classroom.
Figure 3: Accessing the Project with technology
For more information about the Global Citizen Presentation or to book a presentation at your school please visit www.globalpovertyproject.com/youth To view our online learning and sharing platform please visit: www.globalcitizen.org
INAUGURAL MICHAEL ACHURCH FIELDWORK DAY Michael Achurch is a revered member of the Geography Teachers’ Association of Victoria Inc. (GTAV) – he worked tirelessly on the Committee for ten years during which time he was president for two years. As a Geography teacher at Scotch College, Michael was renowned for his thorough preparation and his creativity in engaging teachers and their students in exciting learning activities. A grant from the Michael Achurch Trust has enabled the GTAV to recently undertake an innovative professional learning “Fieldwork Day”. In recognition of Michael’s passion for fieldwork and his mentoring of Geography teachers, the day focused on teachers new to Geography learning how to plan, implement, assess and evaluate fieldwork in a variety of contexts. Overwhelmed by the response, a bus load of pre-service teachers, graduate teachers and a couple of mature-age new to Geography teachers set off to enjoy a great day led by Andrew Dodson and supported by the GTAV Education Officer, Stephen Latham. Human Geography field sites around the Prahran Market and physical Geography sites at Hampton Beach provided the opportunity for teachers to also explore the use of technology to collect data – including drones, GPS and Google Earth. The inaugural Michael Achurch Fieldwork day was an outstanding success. All participants agreed that the day would enhance their teaching and give them the confidence and enthusiasm to organise fieldwork in their schools.
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Articles
Taking classrooms global with Model United Nations Conferences! Emeline Suteau, Education Program Coordinator, UNAA Victoria
United Nations Association of Australia (Victorian Division)
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ye-opening” . . . “A fantastic yet challenging experience” . . . “A great way to learn about the world and rising issues we are facing and will face in the future” . . . “A deeply enlightening experience that expanded my knowledge of the world greatly” . . . “Enables you to learn about global citizenship and how the world is much more that Facebook, hair extensions and cute boys” . . . These are some of the statements students have made about their experience of the Model United Nations Conference program run by the United Nations Association of Australia (Victorian Division). The United Nations Association of Australia (Victorian Division) is a non-profit, non-government, community organisation working to promote the aims and ideals of the United Nations (UN) within the wider community. The primary purpose of the Association is to raise awareness about the UN and its work and engage the Australian community on key issues on the UN agenda. The Association plays a critical role in connecting Australians with the United Nations and educating the community on key international and local environmental, human rights and social justice issues. Launched in 2003, the Model United Nations Conference Program is one of the Association’s most successful educational activities.
Figure 1: Caucusing, DEECD Southern Metropolitan Region Model UN Conference 2012
A Model UN Conference is a unique, constructive and interactive full-day activity that enables students to engage in global issues and the work of the United Nations. Structured as a mock session of the UN General Assembly, Model UN Conferences are an excellent exercise in role-playing, where students are allocated a country and asked to walk in the shoes of that country’s ambassador.
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Articles The aim of the conference is to debate and make amendments to a UN-style Resolution, a formal text used by a United Nations body to address an issue of international concern. Conference participants discuss the context of, and issues surrounding, the Resolution topic from their allocated country’s perspective. Drawing on negotiation and diplomacy skills, delegates seek support from regional and geo-political allies to make amendments to the Resolution and its specific recommendations. A successful conference is achieved when delegates can reach a compromise based upon their own country’s national interests, international responsibilities and humanitarian obligations. The outcome is formalised in the adoption of a sound resolution.
Figure 2: Getting support for amendments, DEECD Southern Metropolitan Region Model UN Conference 2012
Figure 3: North Geelong Secondary College student presenting under the supervision of Adjunct Professor Ian Howie from RMIT University, 2013
Students are engaged in the issues at hand through a presentation in the morning by a guest speaker, and guided throughout the day’s proceedings by a suitable acting Secretary-General. Over the last two years, we have been lucky to have the involvement of Professor John Zillman, former President of the World Meteorological Organization, David Hawker, former speaker of the House of Representatives, and Associate Professor Peter Christoff, Melbourne University. They and many others have made a valuable contribution to the success of our Conference program. The UNAA Victoria endeavours to work creatively and interactively with teachers and students from participating institutions, and the program can be tailored to meet the specific needs of individual schools. Teachers are provided with close support and assistance from the initial stages of deciding upon a conference topic to the provision of an information pack from which the students are able to prepare themselves for the conference day as well as a list of suitable countries to be represented by students. The UNAA Victoria can also deliver an in-school information session for participating students and/or teachers to help them prepare for the day. All conference materials are provided and the UNAA also writes the Resolution, the central document which the students are to debate. The UNAA Victoria coordinates and manages all aspects of the day itself, including identifying experts in the field to participate as guest speaker(s) and acting Secretary-General (Chair of the formal proceedings).
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Articles Since its inception, the Model UN Conference Program has attracted wide support from schools and universities throughout metropolitan and regional Victoria, as well as organisations such as the Department of Education and Early Childhood Development (DEECD), the Shrine of Remembrance, the Asia Education Foundation and many others. Partnerships with these organisations have been instrumental in allowing the UNAA Victoria to extend the program to a wider audience.
Figure 4: Voting on Amendments, Mentone Grammar Model UN Conference 2012
Over 2000 students in Year 7 to Year 12 from more than 100 different Victorian schools have taken part in a conference in the last two years. Whilst most considered the topic of refugees’ rights, other topics debated included climate change, environmental displacement, the rights of Indigenous people, the death penalty, and human trafficking. The feedback from both students and teachers has been extremely positive. 94 per cent of participants enjoyed the conference and 96 per cent felt that the conference deepened their knowledge and understanding about the role of the United Nations. 93 per cent of participants also said they would recommend it to their peers whilst 99 per cent of teachers would recommend it to their colleagues. The main reasons for holding a conference that teachers mentioned were an interest in international affairs and global issues generally as well as the opportunity for students to learn in an innovative and involved manner. As the Honourable Martin Dixon MP, Minister for Education, rightly said, “young people of today will live and work in an increasingly globalised, internationally focused world”1. Model UN Conferences provide a practical tool for students “to go confidently out into the world and to take responsibility as global citizens”2. As one conference participant stated, a Model UN Conference “opens your mind and makes you conscious of matters that are important for the planet’s peaceful and sustainable future”. Isn’t that the first step towards more responsible global citizens? More information about the program can be found on the UNAA Victoria website at www.unaavictoria.org.au. And to book a conference for your school or discuss partnership opportunities, please contact Emeline Suteau, Education Program Coordinator, UNAA Victoria via email emeline@unaavictoria.org.au or phone 03 9670 7878. 1
Victoria as a Learning Community, Extended Special Lecture – Melbourne Graduate School of Education, Department of Education and Early Childhood Development, 2011, p. 25. 2 Ibid.
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Human Rights – at the core of human wellbeing Megan Bourke, Caritas Australia, Global Education Co-ordinator, Melbourne and Southern Australia Region Where, after all, do universal rights begin? In small places, close to home – so close and so small that they cannot be seen on any maps of the world. Yet they are the world of the individual person; the neighborhood he lives in; the school or college he attends; the factory, farm or office where he works. Such are the places where every man, woman, and child seeks equal justice, equal opportunity, equal dignity without discrimination. Unless these rights have meaning there, they have little meaning anywhere. Without concerned citizen action to uphold them close to home, we shall look in vain for progress in the larger world. Eleanor Roosevelt The Great Question, 1958
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hat do you need to live a good life? Food? Good health? Money? A roof over your head? Recognition of your human dignity through universal rights? Wellbeing is an instinctive aspiration of all human beings. Beyond physical needs human wellbeing also includes having one’s emotional, social and spiritual needs met. The Universal Declaration of Human Rights (UDHR 1948) and the various Conventions which have been declared since 1948 are considered universal, inalienable and indivisible. In theory at least, these declarations should ensure that all peoples enjoy a full and happy life. The reality is that there are vast differences in human wellbeing across the world. Recognising the inherent dignity of each person is essential to the achievement of a person’s wellbeing. The Australian Curriculum: Geography, Year 10 Unit 2 “Geographies of human wellbeing” will enable young Australians to become more knowledgeable about the vast inequities in wellbeing which we see in the world. The spatial dimension of various wellbeing indicators can be described, mapped, graphed and linked. Teachers have the opportunity to move into the moral dimension of this study as they learn with their students to understand the root causes of global inequalities that threaten everyone’s wellbeing. Connecting human rights to development indicators is one approach to teaching about human wellbeing which can encompass both the geographic and moral dimension of this study. Using a non-government organisation to teach about human rights and human wellbeing One aspect of the unit “Geographies of human wellbeing” is to examine the role of international and national government and non-government organisations’ initiatives in improving human wellbeing in Australia and other countries. Caritas Australia is the international aid and development agency of the Catholic Church in Australia. This agency works to: • • • •
deliver long-term development programs and emergency aid help people regardless of ethnicity, religion or political beliefs assist the poorest of the poor help people help themselves.
With an aim to end poverty and promote justice, Caritas Australia is working to uphold the human dignity of those at greatest risk and assist people regardless of their ethnicity, political beliefs or religion. The agency works in partnership with local communities, non-government organisations and the international Caritas network in over 35 countries throughout Africa, Asia, Latin America, Australia, the Pacific and the Middle East. Programs funded by Caritas Australia are underpinned by a set of values closely aligned with those expressed in the UDHR. Students could match these values with articles in the UNDR and to projects conducted by Caritas Australia’s partners across the world. Students could be directed to choose projects in a specific region of the world. For example, use the teaching points below by focusing only on the Pacific (or another) region. Begin by having students investigate the map “Where we work” at www.caritas.org.au/learn/where-we-work
Teaching point: Describe the global spatial distribution of Caritas Australia projects. Choose one region for focus. Describe the regional distribution of Caritas Australia projects. List the rural and urban projects in one selected country. The values which support Caritas Australia’s work are: The Dignity of the Human Person – All programs must promote the dignity of all involved. That entails programs being people-centred with empowerment at their heart rather than technology-centred. No program is undertaken which treats people in any way as commodities.
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Articles Teaching point: How is human wellbeing enhanced by empowering people to help themselves? Find an example of this on the Caritas Australia website at www.caritas.org.au
Figure 1: Financial training and income management skills are provided to First Australians in 16 remote communities in the Western NSW region to promote sustainable livelihoods and improve employment opportunities. Credit: Angela Ford
The Common Good – Priority is given to development programs which involve collaboration with all relevant sectors of the community to promote the common good. It will also involve co-ordination of resources, planning and action across agencies and organisations. Good development increases the sum of social capital. Discussion question: What added value is there when community members work together to achieve wellbeing of all members of the community? Preferential Option for the Poor – Poverty is unjust; the needs of the most vulnerable in society should be the responsibility of all. Reaching the poorest and most marginalised often requires greater effort in discovering where they are to be found. That might mean additional resources of time and money. Website search: Go to www.caritas.org.au. Read and summarise two examples of marginalised groups having their wellbeing improved by projects funded by Caritas Australia. Check out First Australians rights at: www.caritas.org.au/learn/global-poverty-issues/indigenous-rights and Disability rights at
www.caritas.org.au/learn/global-poverty-issues/disability
Participation – It is a fundamental demand of justice and a requirement for human dignity that all people be assured a minimum level of participation in the community. Stakeholders in the local community, both men and women, must be involved in consultation, planning, implementation and evaluation of the program. Have a look at how this works at: Case Studies: Improving Zambian Farming Practices. Go to www.caritas.org.au/learn/programs/africa---zambia---improving-farming-practices . Improving water, sanitation and agricultural in Timor-Leste at
www.caritas.org.au/learn/programs/asia---timor-leste-modernising-water-sanitation-and-agriculture-practices
Figure 2: Natural resources management Program, Rangunia, Chittagong Credit: Caritas Australia
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Articles Solidarity – Human beings constitute one human family, no matter the differences. Standing with people who are working towards a better life has global dimensions in an interdependent world. Multimedia investigation: Find a multimedia example on the Caritas Australia website which demonstrates that Caritas Australia works with people in Australia and overseas, rather than working for them. Stewardship of Creation – Programs funded by Caritas Australia call for the respect of all of Earth’s people and the environment. Development programs must be attentive to environmental concerns and seek to minimise environmental damage. Opportunities are sought to ensure good stewardship of all resources. Care of the earth through climate justice and food security projects: All of Caritas Australia’s projects promote care of the earth. Specific examples can be found at www.caritas.org.au/learn/global-poverty-issues/food-security-and-sustainable-agriculture and at
www.caritas.org.au/learn/global-poverty-issues/climate-justice
Subsidiarity – All people have the right to participate in decisions which affect them. The role of the government and others working for justice is to assist citizens in fulfilling their responsibility to others. Promoting subsidiarity means functions of government should be performed at the lowest level possible, consistent with participation above. When the lower level cannot respond, then it is for the higher levels of government to intervene. This also applies to authentic partnership practices. Caritas Australia works with local communities to support, promote and develop their capacity in decision-making to better respond to their needs. Discussion question: In a small group discuss the rights of all people to participate in decisions which affect them (refer articles in the HDHR). How does this idea enhance human Figure 3: A participant in the Caritas Australiawellbeing? How does subsidiarity ensure the long-term sustainability of an individual and supported health and nutrition program in Palembang, Sumatra. Credit: Kate Teys community’s wellbeing? Concluding whole group discussion:
With reference to projects conducted by Caritas Australia, what have you learnt about the role of international and national non-government organisations’ initiatives in improving human wellbeing in Australia and other countries? How does Caritas Australia promote human rights and global peace?
Figure 4: Environmental Service Program in West Java, Banten
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Geography and the Asian Century Pamela Stewart, Manager Australian Curriculum Strategy, Asia Education Foundation This is a map (figure 1) representing Facebook connections occurring across the world in 2010. It tells us a lot about global connectivity and the movement and immediacy of knowledge. Currently around 90 per cent of the 3.9 million young Australians use Facebook, Twitter and other forms of social media to gather and circulate ideas about products, fashions, current affairs, ideologies and the multi-layered complexities of humanity. Note the large volume of Facebook users in India and SE Asia. Diversity is just a click away. Figure 1: Facebook connections, 2010
The Asian Century
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ver the last 20 years we have seen rapid economic growth in the Asia region. This growth has led to the creation of a large middle class that is expected to hit 3 billion people by 2030 and the growth of mega cities such as Shanghai (population of 14 400 000) and Mumbai (urban area of nearly 16 500 000 people). The Asian Century has implications globally and in Australia. Our 3.9 million young Australians will need to develop Asia-relevant capabilities if they are to become informed national, regional and global citizens. They are facing a range of global issues such as food security, poverty, conflict, climate change, sustainable living, cyber-crime, water issues and pandemics – all requiring creative, ethical solutions underpinned by intercultural competences. Asia and Australia’s engagement with Asia cross-curriculum priority So how does the Australian Curriculum support the development of Asia-relevant capabilities, and what will this look like in the Geography classroom? The Australian Curriculum identifies three cross-curriculum priorities (figure 2) that enrich the curriculum and provide relevant content to engage students with the world around them. Australia’s engagement with the Asia priority ensures that students learn about and recognise the diversity within and between the countries of the Asia region. In the Australian Curriculum: Geography, the Asia priority provides students with rich contexts to investigate the interrelationships between diverse places, environments and peoples in the Asia region.
Figure 2: Three cross-curriculum priorities for studying Asia (Source: Asia Education Foundation, 2011)
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Articles The Asia priority is shaped by eight organising ideas. As you can see from the table created by the Asia Education Foundation (figure 2), six of these organising ideas are carried in the Geography learning area and can provide rich contexts for exploring the characteristics of place through concepts of place, space, environment, interconnection, sustainability, scale and change. Students will have the opportunity to explore the importance and diversity of Asia’s countries, peoples and environments by looking at an individual country such as China, regions such as Southeast Asia, and/or communities within specific countries. They can explore interconnection between Australia and the Asia region, for example, by focussing on trade or on areas of co-operation such as how to preserve world heritage sites in the Asia-Pacific region. The Australian Curriculum: Geography also enables students to develop knowledge and skills that help foster intercultural understanding as they come to appreciate the diversity that exists between and within the countries of Asia.1 Not only should Geography teaching and learning sequences look at physical processes, they should provide, where possible, opportunities for students to challenge stereotypes, recognise and understand similarities and difference, interpret and appreciate different perspectives, demonstrate respect for cultural diversity and explore how this diversity influences the way people perceive and interact with places and environments. Teaching and learning sequences that develop Asia-relevant capabilities It is important to remember that the cross-curriculum priorities and the general capabilities add dimensions to the Australian Curriculum and planning of curriculum is three-dimensional. When looking for opportunities to teach about Asia in the Geography curriculum you can use the filters to find a number of explicit opportunities to teach about the Asia region. This process highlights tagged content descriptions and elaborations and is a good starting point. Here is an example of a learning sequence. In Year 8 we have Unit 1 Landforms and landscapes and the content description: The causes, impacts and responses to a geomorphological hazard. One of the elaborations has a focus on tsunamis. A rich Asia-teaching context could be the 2004 tsunamis that occurred in the Indian Ocean and affected many parts of South and South East Asia. We could teach this by just looking at the physical processes associated with tsunamis; why they occurred, statistics, aid, the who, what, when, where and how. Building in an emphasis on intercultural understanding allows the teacher to take this further, to develop perspective, empathy, respect and reflection. Consider the following table: A continuum – Intercultural education for Asia capability
Figure 3: Showing the continuum for intercultural education for the Asia capability (Source: Hassim, 2013)
This is a continuum adapted from Banks (1999) which explains how to move towards transformative and action-oriented teaching – where students can focus on points of intersection and have discussions which may include differences as well as similarities.2 Teachers could add an intercultural perspective while exploring the 2004 tsunami by providing resources written by those affected by the disaster. These could include excerpts from Jakarta newspapers translated into English and online interviews. Eeqbal Hassim, in a recent Centre for Strategic Education Seminar Series Paper, discusses how “the Acehnese … saw the event in a different light www.australiancurriculum.edu.au/Geography/Cross-curriculum-priorities Hassim, E. 2013, Intercultural Understanding: A key capability in the multicultural world, Centre for Strategic Education Seminar Series Paper, no. 228, p. 16. 1 2
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Articles – quite distinct from our Western interest in aspects like capacity building, or school reconstruction after the disaster…they saw it as a sign of God – a belief that has since contributed significantly to the peace process.” 3 If you are interested in reading more about how you can integrate the intercultural understanding capability into Asia-related teaching practice, have a look at the What Works 3 on the Asia Education Foundation portal
www.asiaeducation.edu.au/policy_and_research/what_works_series/what_works_3/what_works_3_landing_page.html. Resource support
Are there online resources that will support the teaching of the Asia priority and the Intercultural Understanding capability? The answer is yes. In the past six months, the Asia Education Foundation has produced a curriculum mapping document and 12 modules supporting the Asia priority and the Australian Geography curriculum. These can be accessed at www.asiaeducation.edu.au/curriculum_resources/geography/geography_cr.html . The modules range from Foundation through to Year 10. Here is a brief summary of each module:
• Foundation: Special places explores places that are important to people living in China, Japan and India. Students compare places that are special to them with places found in these countries and discuss similarities and differences. • Year 3: Images of Indonesia explores the aspects of family life through the eyes of a young Indonesian boy, Devon. Students explore the diversity of Indonesia with a focus on housing and shopping. • Year 6: Life in a floating village explores the impact of change on the environment and human activity. Students analyse the impact of seasonal change on village life near Tonlé Sap Lake, Cambodia and use ICT to create and share their responses. • Year 6: Connecting to Asia examines the trade connections between Australia and the Asia region and the knowledge and skills required to work and connect with the region. Students conduct research about a particular country and create a presentation to a hypothetical company wanting to connect to the region. • Year 6: Seeing beyond Asia explores the diversity of the Asia region using a range of digital resources. Students use digital applications to create a presentation describing the diversity of Asia. • Year 7: Damming the Yangtze explores the impact of the damming of the Yangtze River on people and the environment. Students use digital applications to explain the impact from a variety of perspectives. • Year 7 and 8: Jakarta faces examines the pressure of ever-increasing population on urbanisation. Students analyse the pressure of population increase on housing in Jakarta, Indonesia and discuss possible solutions. • Year 7: Why dam the Mekong River explores a range of perspectives on damming the Mekong River. Students use roleplay to analyse these perspectives and to make judgments. • Year 8: Urban growth in China investigates the impact of movement of people from rural to urban areas in China. Students analyse a range of perspectives focusing on the impact of moving to the city through conducting a series of mock interviews. • Year 9: Shanghai – a city on the move explores the factors that impact on economic growth using Shanghai, China as a case study. Students use the Reporter’s Notebook process to analyse various perspectives about rapid development on city liveability. • Year 9: South Korea – a sustainable giant examines the impact of economic development on the natural environment in South Korea. Students analyse and assess the impact of government strategies aimed at creating sustainable development. • Year 10: Measuring wellbeing explores how we measure wellbeing, whether these indices can be used to measure economic development, and what levels of wellbeing can be found in Mumbai, India. Students analyse a range of indices including Bhutan’s Gross Happiness Index and measure their success as an indicator of economic development. The Asia Education Foundation is currently working on creating country-specific pages with general background information and annotated digital resource lists supporting the Australian Curriculum: Geography. If you are not a recipient of the AEF e-News, it would be worthwhile joining via the portal as this provides information about the availability of these new resources. The Australian Curriculum: Geography together with the Asia and Australia’s engagement with Asia cross-curriculum priority and the Intercultural Understanding capability provide us with exciting opportunities to support our students’ engagement with the Asian Century. As Proust once said, “The real journey of discovery is not in seeking new landscapes but having new eyes.”
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The Port of Melbourne Kristy Janin, Port Education Officer/Port Community, Port of Melbourne Corporation
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any items in your homes and classrooms are made in locations all around the world, but how many of you think about how they get to Melbourne? Their journey to Melbourne begins outside the Port Phillip Heads where a pilot boards a ship and directs the ship and all of its imports safely into the Port of Melbourne.
Figure 1: Interesting statistics from the Port of Melbourne
The Port of Melbourne is Australia’s largest container and general cargo port and it has played an integral role in providing for the needs and wants of Melburnians since the first trading ships docked in the Yarra River in 1835. Port development has also helped to shape the city as we know it today, from changing the course of the Yarra River in the 1880s to the evolution of the modern day docklands precinct. The Port Education Program The Port of Melbourne links to almost all areas of the new Geography curriculum. To help you in your plight of redeveloping the Geography curriculum in your school, the Port Education Program is developing free teacher and student resources which can be found on our website: www.portofmelbourne.com and free education programs at the Port Education Centre (Port Ed). Port Ed opens a window to the world of traded goods and commodities, offering exciting teaching and learning opportunities for all year levels. The table below shows some of the programs run at Port Ed. All of our programs can be individually tailored to suit the needs of the teachers and students.
Figure 2: A student group studies a ship in port and considers where the goods have come from
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Articles Programs at Port Ed can include:
Enhance your visit If you have travelled by bus and you want to get closer to the action, we can provide you with a free bus tour through the Port of Melbourne.
Figure 3: The gigantic cranes used to load and unload a ship Education Resources The Port Education Program is continually developing curriculum-based resources that can be used on their own or as pre and post visit activities for your Port Ed visit. Check out our Year 8 and 9 Geography Teacher’s Pack at www.portofmelbourne.com Contact us If you are interested in booking a session at Port Ed or learning more about the program, please feel free to contact us on (03) 9683 1361 or education@portofmelbourne.com
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Fieldwork
Coasts: Where the land joins the sea Maree Boyle, Highview College This fieldwork won the GTAV Annual Conference Alex Lyne Fieldwork Award in August 2013 Fieldwork at Torquay
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t is important that you carry out all the tasks outlined below, as you will need to use your answers to help complete your report on coastal processes back at school. This is the major assessment task for this Year 9 unit. Enjoy the day, but make sure you collect all the information. You can use the backs of the sheets in your fieldwork booklet to take down any notes. Also use the photograph sheet to record your photographs so you know where you took them and what they are showing (Appendix 2 – online at www.gtav.asn.au). Below is Map One showing where we will be working in Torquay. Look at it carefully. Stop 1: Torquay Surf Life Saving Club Beach Aim: To look at how physical processes and human activities have changed the coastline. Figure 1: Torquay Front Beach
Figure 2: Map one: Torquay fieldwork locations
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Fieldwork Tasks: 1. You are to draw a field sketch of Rocky Point (your teacher will show you where to sit to do the sketch). Draw it on the page labelled “Field Sketch” (Appendix 1 online at www.gtav.asn.au) and label it as Field Sketch 1. You need to look at the headland and label features such as wave cut notches and wave cut platforms.
2. Using Appendix 3 (online at www.gtav.asn.au) “Recording facilities at each site”, record the number of facilities there are at the Surf Beach. By doing this you will be able to compare the number of facilities at each site and draw a graph to use in your fieldwork report. 3. Now you need to record the frequency of the waves. You can do that by filling in the table below, using the tally chart method. Date _____________________________________ Location __________________________________ State of tide (rising or falling) __________________ Wind direction _____________________________ Wind force ________________________________ Reading
Frequency (Number of Waves Per Minute)
1 2 3 4 5 6 7 8 9 10 Mean Task five will be completed back at school, so do not do it now. Wave frequencies of below 13 per minute are considered constructive waves and those above 13 per minute are considered to be destructive waves. 5. Having averaged out your readings, are the waves constructive or destructive? _________________ 6. Look at the foreshore at the beach, which is the grass area. Measure how wide and how long it is (use paces). Width ______________ Length _________________ 7. Draw a field sketch of the foreshore showing both the grass area and the natural sand dune area.
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Fieldwork 8. Do not forget to take photos and record them on the “Photograph” (Appendix 2 online) sheet. You need to take the following: • one of each area where you have drawn your field sketches • one of the Surf Life Saving Club • one of the facilities • one or two more of your own choice • you should also take one of your group carrying out the tasks. Checklist: Tick off each task to check that you and your group have completed and recorded the work to be done at Stop 1. i) Field sketch 1. ii) Recorded the facilities at this site. iii) Wave count. iv) The 5–6 photographs as listed above. v) Measuring of the foreshore. vi) Field sketch 2, including a title. When this work is finished report to your teacher with your completed tasks. STOP 2: Point Danger Aim: At this stop you need to look at how people have altered the physical landscape. 1. Using the page labelled “Map 2”, clearly mark any people-made features. 2. Take a photograph of the area you have mapped. Record it on your record sheet. 3. Describe what you think this area would have been like without humans changing the landscape. You should draw a quick sketch as well.
Complete your sketch on below in the box provided. Checklist: Tick off each task to that check you and your group have completed and recorded the work to be done at Stop 2. i) Marked on the human-made features on Map 2. ii) Taken a photograph of the area you have mapped. iii) Described the area before humans changed it. iv) Drawn the quick sketch. When you have finished this work, see your teacher.
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Fieldwork Map 2: Point Danger ANZAC Memorial Create a very basic hand drawn map of the area and mark in the human features.
Stop 3: The Front Beach Aim: To look at how physical processes and human activities have changed the coast line. During the time you are on the Front Beach we will have a break for lunch. Then you will come back and complete the work. Tasks: 1. You are to draw a field sketch of the foreshore. Call this “Field Sketch 3”. 2. Do not forget to take a photograph of your field sketch. Record the photograph taken on your record sheet. 3. Using the “Recording facilities at each site” sheet, record the number of facilities there are at the Front Beach. By doing this you will be able to compare the number of facilities at each site and draw a graph to use in your fieldwork report. 4. Do not forget to take photographs of the human facilities that you see such as bins, barbecues etc. Also take photographs of members of your groups collecting the data. Record the photographs taken on your record sheet. 5. Now you need to record the frequency of the waves. You can do that by filling in the table below, using the tally chart method. Date _____________________________________ Location __________________________________ State of tide (rising or falling) __________________ Wind direction _____________________________ Wind force ________________________________ Reading
Frequency (Number of Waves Per Minute)
1 2 3 4 5 6 7 8 9 10 Mean
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Fieldwork Task 6 will be completed back at school, so do not do it now. Wave frequencies of below 13 per minute are considered constructive waves and those above 13 per minute are considered to be destructive waves. 6. Having averaged out your readings, are the waves constructive or destructive? ______________ 7. Look at the foreshore at the beach, which is the grass area. Measure how wide and how long it is (use paces). Width ______________ Length _________________ 8. Is this a physical environment or a people-made one? _________________________________ 9. How do you think this area would be used during the summer and at weekends? Make a list. • • • • • • • • • • 10. You are to draw a field sketch of Point Danger (your teacher will show you where to sit to do the sketch). Call it “Field sketch 4”. Do not forget to give it a title. You need to look at the headland and label features such as wave cut notches and wave cut platforms. 11. Take a photograph of the area you have just sketched. When you have finished this work, see your teacher. At the Far End of the beach you will complete another field sketch. 12. “Field sketch 5” is a sketch looking back to Point Danger, but concentrating on the foreshore. Complete this task. 13. Make sure you take a photograph of this and record it on your photograph sheet. Checklist – tick off each task to check you and your group have completed and recorded the work to be done at Stop 3. i)
Field sketch 3.
ii)
Photograph of where you sketched Field sketch 3 and recorded on record sheet.
iii) Completed the facilities table for The Front Beach. iv) Photographs of human facilities. v)
Wave frequency.
vi) Measuring of the foreshore. vi) Answered question nine. viii) Answer question 10. ix) Field sketch 4. x)
Photograph of where you sketched Field sketch 4.
xi) Field sketch 5. xii) Photograph of where you sketched Field sketch 5. Please show it to your teacher.
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Fieldwork STOP 4: Fisherman’s Beach Aim: To look at how physical processes and human activities have changed the coastline. 1. You are to draw a field sketch of Yellow Bluff (your teacher will show you where to sit to do the sketch). Call it “Field sketch 6”. You need to look at the headland and label features such as wave cut notches and wave cut platforms. Do not forget to give it a title. 2. Using the “Recording facilities at each site” sheet, record the number of facilities there are at Fisherman’s Beach. By doing this you will be able to compare the number of facilities at each site and draw a graph to use in your fieldwork report. 3. Now you need to record the frequency of the waves. You can do that by filling in the table below, using the tally chart method. Date _____________________________________ Location __________________________________ State of tide (rising or falling) __________________ Wind direction _____________________________ Wind force ________________________________ Reading
Frequency (Number of Waves Per Minute)
1 2 3 4 5 6 7 8 9 10 Mean Task 4 will be completed back at school, so do not do it now. Wave frequencies of below 13 per minute are considered constructive waves and those above 13 per minute are considered to be destructive waves. 4. Having averaged out your readings, are the waves constructive or destructive? ________________________________ ______ 5. Look at the foreshore at the beach, which is the grass area. Measure how wide and how long it is (use paces).
Width ______________ Length _________________
6. Your next task is to draw a field sketch of the foreshore. This is to be done on a “Field sketch” sheet. Do not forget to take a photograph as well. 7. Is this a physical environment or a people-made one? _____________________________________________________ ______________________________
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Fieldwork 8. How do you think this area would be used during the summer and at weekends? Make a list. • • • • • • • 9. Take photographs of the area. Checklist – tick off each task to check you and your group have completed and recorded the work to be done at Stop 4. i)
Field sketch 6.
ii) Facilities table. iii) Wave count. iv) Width of foreshore. v)
Answered question 7.
vi) Answered question 8. vii) Photographs of the area. viii) You need to hand your completed fieldwork booklet to your teacher as you get on the bus. Fieldwork Report In order to compile an AVD (Annotated Visual Display) on your fieldwork, you need to process all your data (graphs, annotated photographs, annotated field sketches and present any other results in an appropriate form) from the fieldtrip carefully. This is your major assessment for Coasts: Where Land Joins the Sea. Therefore it is important that you work consistently and meet the due dates for each section of your AVD. Please read your hypothesis carefully. You need to read the instructions and information below very carefully to make sure you follow all the steps. Background The area you will visit on your fieldtrip is part of the Victorian coastline. It is close to Melbourne and Geelong and used by many people from these areas for recreation all year around, but particularly during the summer. It is an area that has been shaped by physical processes and human activities. Hypothesis The physical coastal processes around the Torquay coastline are more dominant than human activities. Respond either as True, False or both are as important. Questions to consider Use the following questions to help you answer your hypothesis: 1. What physical coastal processes occur around the Torquay coastline? 2. How have activities, carried out by people, altered the natural coastline around Torquay? 3. Which types of activities dominate the coastline at Torquay – physical processes, human activities or is it a combination of both? In order to answer your hypothesis, all of the above questions will need to be answered in detail, including using data from the fieldwork and the photos on the Year 9 common drive from the fieldtrip. Follow the guidelines of writing up your coursework as set out on the next page.
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Fieldwork Task You have to prove that the hypothesis is either true or false. In order to complete a successful study you will need to combine your knowledge on coastal processes and what you observed on the fieldtrip. To help you plan your work you will need to think carefully about the questions following this and use all the data collected from your fieldtrip. This includes photos, beach profiles, field sketches etc. Completing an AVD 1. General Comments • start each question on a new piece of paper or page of your scrapbook and write the question at the top of the page. (For example, Introduction starts on a new page; Background starts on a completely new page etc.) • annotate (not label) all maps, graphs, photographs and field sketches • each question should have an introduction explaining what the question is about • each question should have a small conclusion saying how the information either proves or disproves the hypothesis • make sure everything you include is relevant to the hypothesis. 2. Title page • • • • •
the title of your work (which is the hypothesis) include your name (first and surname) your Home Group your teacher’s name a photograph from the fieldtrip.
3. List of Contents Add this last, after you have numbered your pages. 4. Introduction This is not a long section and should include the following in the order it is set out below: • • • •
a clear statement of the title (which is your hypothesis) an explanation of what the hypothesis means in your own words a clear definition of any specialist words used in the AVD (a glossary) a brief statement of the information needed to answer your hypothesis. (Where did you get the information from that you will use in your AVD).
5. Background This section is also not very long and gives some background information needed to test your hypothesis about Torquay’s coastline. This section needs to include the following: • where is it? (requires a series of maps – one of Australia, Victoria and Torquay) • what scale is Torquay? (distance, relative size compared to Geelong, Melbourne and Maryborough in relation to population, area and distance from each place) • what is its environment? • what is in the area? • where are you focussing your work? (needs all four locations to marked on a map and annotated clearly) • all of this can be done by using an annotated map and photographs and fieldwork sketches.
Figure 3: Torquay beach
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Fieldwork 6. Methods
You must explain how you and your group collected the data. Include details of locations and how information was recorded. The photos taken on the fieldtrip must be used and annotated showing people completing each of the tasks below. So you need to explain each of the following: • how to do a wave count using the tally chart method. (Put a copy of your sheet from the fieldwork book – photocopy or scan it in.) • how to complete a field sketch, step by step. (You need diagrams showing each step.) • how the foreshore was measured. (Put a copy of your sheet from the fieldwork book – photocopy or scan it in.) • how to take a photograph • how you recorded the facilities. (Put a copy of your sheet from the fieldwork book – photocopy or scan it in.)
7. Questions and Results
Your results need to be placed within the appropriate question. • show the information you collected in maps, diagram and photos • remember that marks are given for accuracy, choosing the best method and a variety of different methods • all diagrams, field sketches, photographs, graphs etc. should have a title. When completing maps you must use BOLTSSNA; number all maps and diagrams (Map 1 or Photograph 1 etc.) so that you can refer to them in your written account • you must organise your work in a logical way to help support your answer • describe what each section of your results shows. Explain how and why each question helps you prove or disprove your original hypothesis. Try to explain any unexpected results. This writing does not need to be long but must link in all the data you have used.
8. Conclusion • summarise your findings. (Do not mention any new information or ideas.) • have a paragraph on each of the questions, explaining what your results were (refer to any results or diagrams) • clearly state your answer to the hypothesis • do a final paragraph stating whether the hypothesis was proved or not. If it was not proved, re-write the hypothesis to what is should read. 9. Self-evaluation
You need to complete the self-evaluation sheet as honestly as you can. You will be given a self-evaluation sheet to do this.
10. Appendix
Include all the work you completed on the fieldtrip, which includes your fieldwork booklet.
11. Bibliography
Do not forget to include a bibliography. Other support documents can be found on the GTAV website – Writing up your introduction; Guidelines for completing question one of your AVD; Guidelines for completing question two of your AVD; Guidelines for completing question three of your AVD; Student self assessment.
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You were able to incorporate the spatial concepts of location, distance, movement, spatial change over time and scale into your work, where appropriate.
Use of spatial concepts
You were able to incorporate the spatial concepts of location, distance, movement, spatial change over time and scale into your work, where appropriate.
Above Standard 4 You processed your data well with appropriate techniques. Your AVD was well planned with good linking of data to the hypothesis. You presented it in an imaginative format which is very good. Your collection of field data was very good. You were then able to process, interpret, analyse and draw conclusions to a high standard.
You were able to incorporate the spatial concepts of location, region, distance, movement, spatial change over time and scale into your work in an appropriate way, though you did not use all of them.
Your collection of data in the field was satisfactory. You were then able process, interpret, analyse and draw conclusions to a satisfactory standard.
At Standard 3 Your presentation of data was in a logical format. Your data was generally linked to the hypothesis. It was presented in an acceptable format for an AVD which is satisfactory.
Your data collected in the field and from other sources was processed and its annotation was satisfactory. Most of your refined data uses correct geographical conventions (e.g. BOLTSSNA).
You demonstrated a satisfactory knowledge and understanding of coastal processes and human activities. The hypothesis and questions were answered correctly, including most of your work being linked back to the hypothesis.
At Standard 6–4
= %
TOTAL SCORE: /35
Your collection of field data was outstanding. You were able to process, interpret, analyse and draw conclusions to an excellent standard.
Well Above Standard 5 You had excellent planning with good linking of evidence to the hypothesis. Your AVD was presented in an imaginative format which was outstanding.
You demonstrated a clear knowledge and understanding of coastal processes and human activities. The hypothesis and questions were answered correctly and in detail, including linking all your work back to the hypothesis.
You demonstrated a thorough knowledge and understanding of coastal process and human activities. The hypothesis and the questions are correctly explored and answered to a very high standard, including linking all your work back to the hypothesis. Your data collected in the field and from other sources is processed and annotated with in-depth detail. All your refined data uses correct geographical conventions (e.g. BOLTSSNA). Your data collected in the field and from other sources is processed and annotated with detail. All your refined data uses correct geographical conventions (e.g. BOLTSSNA).
Above Standard 8–7
Well Above Standard 10–9
Date due: _________________
Fieldwork skills
Points earned Presentation
Geospatial skills
of content
Points earned Knowledge and understanding
Date given: ______________
Name: ____________________________________________ Class ____________________
Coastal and Fieldwork Enquiry – Criteria Sheet
You were able to collect some data in the field, though not all the work was completed. You processed your data in limited ways, with some interpretations and analysis attempted. You drew few or no conclusions for your work. You made little or no use of the spatial concepts of location, region, distance, movement, spatial change over time and scale.
Working Towards Standard 2–1 Your AVD had some of the main elements present with limited to no use of data. It was presented in a basic format.
Your data collected in the field and from other sources was processed in minimal forms. There was very little use of your data with no processing occurring, just labels. Sometimes you used correct geographical conventions (e.g. BOLTSSNA).
You demonstrated limited understanding and knowledge of coastal processes and human activities. Your work contained limited explanation of the hypothesis and your questions were answered in a basic format, with little linkage to the hypothesis.
Working Towards Standard 3–1
Score
Score
Fieldwork
Fieldwork
A field trip report on SW Volcano Country: Fieldwork that rocks! Peter Bakker, Geoffrey Paterson, and Ian D Lewis Introduction
T
his article is a report of the GTAV 47th Annual Conference Field Trip 702 entitled SW Volcano Country: Fieldwork that Rocks. This day-long trip was held in Western Victoria on Tuesday 27 August 2013 and was led by Peter Bakker, Geography teacher at Glenvale School, Hamilton, and geographer/geologist Ian Lewis who works for South Australia’s Department of Environment, Water and Natural Resources (DEWNR) and is Director of the Kanawinka Geopark in Western Victoria. The field trip had two aims. The first was to introduce teachers to the natural and geological environment of the Newer Volcanic Province in Western Victoria (which is the Kanawinka Geopark). This was achieved through visits to Tower Hill, Mount Eccles, the caves and landforms associated with Mount Napier, and Mount Rouse. A complementary aim was to underscore the cultural significance of the land and environment of the Chaperong people in the Macarthur-Penshurst area, and the Peek Whuurong people whose land lies between the Eumerella and Hopkins Rivers. The visit to four volcanic sites was complemented by Warrnambool Aboriginal Elder Robbie Lowe who spoke of the long history of his people with the local land. We also gained information on volcanic landforms during a visit to the Penshurst Volcanoes Discovery Centre. The field trip travelled across the site of the Kanawinka Geopark. Ian Lewis will provide more details of this important international landscape and cultural initiative in the March issue of Interaction. The following sections outline the itinerary, provide some details of the nine field trip stops, and identify selected sources for further reading. The map and photos contained in this report are reproduced as a PowerPoint on the GTAV website.
Figure 1: Field trip participants at Swan Reserve Warrnambool. From left to right, Michelle Connell and Philippa Buchanan, Bacchus Marsh Grammar School, Leanne Outtram and Yvonne Anson, Bayview College Portland, Julie Morrow, Portland Secondary College, Ian Lewis, DEWNR, Peter Bakker, Glenvale School, and Aboriginal Elder Robbie Lowe. Geoffrey Paterson took the photograph.
Pre-fieldwork route check is essential Please check that the roads described in this article are suitable for the vehicle conveying your students. For example, the Byaduk Caves road is largely a gravel road, while the road past the Tumuli is in part a single lane paved road. We suggest that you check carefully with your driver, the bus company, and venue authorities such as Parks Victoria, before the field trip. Please do not hesitate to contact one of the authors for more information. Itinerary The following itinerary should be read in conjunction with the map and photos that appear on pages 56 and 57. Warrnambool Start Assemble at the Swan Reserve car park on the corner of Kepler Street and Raglan Parade (Princes Highway). Toilets are available at Swan Reserve.
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Fieldwork Tower Hill Stop 1: Von Guérard’s Lookout Head west along Princes Highway through Dennington and turn right at Lake View Road to travel around the rim of Tower Hill crater until you can turn left to enter the small off-road car park of von Guérard Lookout on the left. This vantage point provides a fine view of the crater lake and its volcanic islands and beyond to the harbor of Port Fairy formed by a lava flow into the sea. Artist Eugene von Guérard’s 1855 painting from this location can be viewed at www.ngv.vic.gov.au/explore/conservation/eugenevonguerardtruenaturerevealed Stop 2: In the crater at Tower Hill • Return and travel south along Lake View Road and turn right on to the Princes Highway and travel a few hundred metres. Turn right to enter the Tower Hill Wildlife Reserve. • As you slowly follow the one-way road winding down into the crater, you may want to take time to view the multiple volcanic episodes recorded in the numerous strata of the cliffs on your right. Proceed to the central visitor car park at the Worn Gundidj Visitor Centre. The centre has an impressive range of displays and mementos of Tower Hill and its Indigenous heritage with a 3D model and several interesting short walks. Toilets as well as barbecue and picnic facilities are available here. • Continue along the one-way crater road to the Tower Hill Reserve exit and turn left on to Lake View Road and pass von Guérard’s Lookout. Mount Eccles Stop 3: Lake Surprise • Travelling towards Koroit, you shortly turn right down Lake Street (which becomes High Street) until you come to Commercial Road (Penshurst–Warrnambool Road). • Turn left and travel through Koroit. • Turn left at the Port Fairy Road and then immediately right into Spencer Road and travel to its junction with the Port Fairy–Hamilton Road. You are actually driving along the wide Mount Rouse lava flow running to the sea at Port Fairy. • Turn right and proceed northwards through Orford and Broadwater to the centre of Macarthur. • Turn left on to the Mount Eccles Road. Stay on this winding road following the signs until you reach the National Park Visitor Centre at Mt Eccles. • To reach Lake Surprise continue along the road a short distance to the lookout car park. The road loops back to the National Park Visitor Centre where there are information boards and toilet facilities. Stop 4: Natural Bridge • Proceed out of the National Park by the way you entered on Mount Eccles Road but at a “T” intersection turn right back towards the park via Natural Bridge Road. • The road becomes a track but you will shortly reach a small gravel parking area on the left where you can alight and walk into the beautiful mini U-shaped valley parallel to the track. This small valley was formed by an ancient lava channel which has collapsed over time. • Turn right and walk down this track for a hundred metres to descend via steps under the Natural Bridge. You can walk through this tunnel and up the track on the right bank and past a second fenced-off hole to find a trail that takes you back to the car parking area. Old Crusher Road Stop 5: Tumuli
• • • •
Return back along Natural Bridge Road and continue straight ahead when it joins the Mount Eccles Road. Shortly you turn left along Christies Road. Turn left at the end of this road when it intersects Condah–Macarthur Road and then right at Branxholme Road. Proceed north until you turn right into Old Crusher Road where you will immediately see numerous tumuli or lava blisters in the fields to your right. • A few hundred metres up the road you will see a battered brown sign Tumuli – lava blisters. • Park here to enter via a gate to visit (and possibly climb) nearby tumuli. Remember to keep the gate shut! Harman Valley Lookout
Stop 6: Lunch • Continue to drive east along Old Crusher Road turning left at the end into Harpers Road. • A short distance later you turn left into the Port Fairy–Hamilton Road. • Near the top of a hill, just before P Christies Road, you will see the turn-off into the Harman Valley Lookout parking area with its three large interpretive signs.
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Fieldwork Byaduk Caves Stop 7 • • • •
Turn right (north) along the Port Fairy–Hamilton Road. Just after passing through Byaduk North, turn right into Byaduk Caves Road. At the first intersection turn right to stay on the Byaduk Caves Road. Continue until you enter the car park for the Byaduk Caves reserve which forms part of Mount Napier State Park. There is a loop walk leading past several very large lava-collapse entrances.
Penshurst Volcanoes Discovery Centre Stop 8 • Return along the Byaduk Caves Road and turn left (south) along the Port Fairy–Hamilton Road, to again pass the Harman Valley lookout. • Turn left onto the Byaduk–Penshurst Road for a long eastward run to the end of that road. • Turn left at Ripponhurst Road and then immediately right on to the Macarthur–Penshurst Road which will eventually take you into the township of Penshurst at the foot of the Mount Rouse volcano • Turn right at the main roundabout on to the Penshurst–Warrnambool Road and very shortly you will see on your right some flagpoles in front of the Penshurst Volcanoes Discovery Centre. There is ample parking in front of this building. Public toilets and the community hall are located next door. Mount Rouse Stop 9 • Turn right (south) on to the Penshurst–Warrnambool Road. • Shortly after passing Mount Rouse on your left you turn left on to the Mount Rouse Tourist Road. There are toilets at the first car park and a lookout, but to really enjoy a fantastic 360-degree view, proceed to the second car park and up a short flight of steps to the summit. Mounts Eccles and Napier can be seen across the volcanic plain to the west and the majestic uplifts of the Grampians to the north. After the trip • If returning to Warrnambool, proceed back the way you came and turn left (southwards) along the Penshurst– Warrnambool Road back to Warrnambool through Hawkesdale, Kirkstall and Koroit. or • If returning to Melbourne via Mortlake, Derinallum and Geelong, turn right (northwards) along the Penshurst– Warrnambool Road then turn right at the main roundabout in Penshurst and follow the road signs along the Hamilton Highway through Mortlake. Geoffrey Paterson’s closing comments The day demonstrated that the natural environments and geology of Western Victoria’s Newer Volcanics are, for two reasons, a superb place for study by Geography students and their teachers. Fieldwork First, the fieldwork sites visited are admirably suited for consideration as part of the Australian Curriculum: Geography in the Year 4 studies of The Earth sustains all life and in Year 8 Landforms and landscapes. The places visited are also most relevant for students as a natural environment in VCE Geography Unit 1. The fieldwork sites are also relevant to the Australian Curriculum cross-curriculum priorities including Aboriginal and Torres Strait Island histories and cultures and Sustainability. The former can be particularly gleaned through Indigenous speakers while sustainability can be considered through various perspectives. These include Parks Victoria (government), Kanawinka Geopark (non-government), Indigenous peoples (see the SouthWest management plan below), and a combination of these. Classroom study The sites visited are clearly more accessible to local schools and to those classes who can travel from other parts of the state and stay somewhere locally for a fieldwork visit. The itinerary mapped out on the following pages would be difficult as a day trip for many Melbourne schools, but possible for schools in the western suburbs. However, information, images and maps of the fieldwork sites are available through online resources some of which are listed at the end of this article. Examples of resources include the Parks Victoria websites and the comprehensive Kanawinka website. In closing, Field Trip 702 was enjoyable and informative because it combined Peter Bakker’s organisation, enthusiasm and local knowledge, the geological and geographical expertise of Ian Lewis, and the contributions and discussions amongst the teachers who attended. The trip identified possible ways in which the people, places and environments may be incorporated into Geography classrooms and enhance students’ geographic education.
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Fieldwork GTAV 47th Conference Field Trip conducted on Tuesday 27 August 2013
SW Volcano Country – fieldwork that rocks! Stop 1 Tower Hill: von Guérard Lookout
Map showing field t
lat 38.3123⁰S long 142.3776⁰E
Tower Hill is a maar volcano with nested scoria cones. The crater shown here was formed when hot molten magma rose towards the surface and met cold ground water in rocks. Loud explosions occurred and the crater was formed and later collapsed. The high land on the islands are scoria cones formed in quieter times. The crater is about 3.2 kilometres in diameter.
Stop 2 Tower Hill: Worn Gundidj Centre lat 38.3188⁰S long 142.3624⁰E
The Centre has extensive cultural displays and authentic aboriginal products. Park Guide John Cummins provided information about Tower Hill’s environment and its cultural importance.
Stop 3 Mount Eccles: Lake Surprise lat 38.0619⁰S long 141.9256⁰E
Lake Surprise is a narrow steep-sided, kilometrelong crater from which lava flowed south to Portland and 15 km out to sea. The photo shows layers of lava flows in the crater side. Mt Eccles is a scoria cone located east of the lake.
Stop 4 Mount Eccles: Part 1 Lava channel lat 38.0694⁰S long 141.9185⁰E
This narrow channel transported lava from the volcano to the plains where it formed large lava flows. The channel was possibly formed when hardened lava on top of molten tubes has collapsed over time. The people in the photo indicate the scale of this channel.
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Stop 4 Mount Eccles: Part 2 Natural Bridge lat 38.0694⁰S long 141.9185⁰E
The Natural Bridge is located at the end of the lava chan However, unlike the channel, the top of the lava tube ha bridge underneath. The roof is eight metres from the floo the middle photo at its western entrance, while the right through a small hole in the bridge.
Fieldwork Stop 5 Wallacedale tumuli lat 37.9431⁰S long 141.8921⁰E
Tumuli may be up to 10 m high and 20 m in diameter. They are thought to have formed after the basalt surface solidified and gas in the underlying cooling lava cracked and buckled the hard crust.
trip route and stops
Stop 6 Harman Valley lookout lat 37.9185⁰S long 141.9469⁰E
Mount Napier is in the background. Brown areas locate the lava which flowed westward down the Harman Valley for 27 km. This lava flowed in open channels or in lava tubes under a roof of solidified lava.
Stop 7 Byaduk Caves
lat 37.9078⁰S long 141.9747⁰E
Image credits
P Bakker: photos at Stops 2, 4 Part 2, 5, 6 and 9. G Paterson: photos at Stops 1, 3, 4 Part 1, and 7. Use a large scale map to obtain the precise locations of stops.
nnel shown in the photograph for Stop 4 Part 1. as remained intact at this location to form the natural or. The left photo was taken under the natural bridge, photo was taken above the bridge looking down
Byaduk Caves formed on the Mount Napier lava flow. Cave entrances are revealed where part of the roof collapsed. Harmans 1 Cave pictured is the only cave open to the public.
Stop 8 Penshurst Volcanoes Discovery Centre lat 37.8745⁰S long 142.2899⁰E
This Centre is open on selected days or by special arrangement. It has extensive information on the Newer Volcanics Province. Stop 9 Mount Rouse
lat 37.8824⁰S long 142.3018⁰E
Mount Rouse is a composite volcano made up of scoria and lava. A small lava flow flowed north but larger flows ran south to the coast west of Port Fairy. We crossed over this flow on Spencers Road during the field trip. The photo is a view looking north to the Grampians. December 2013 Interaction
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Fieldwork Acknowledgements Bernadette Hoare, Parks Victoria South West District for assistance with digital data. Ian McCredie of VicRoads for mapping advice. Contact details Peter Bakker: email: phbakker@bigpond.net.au Geoffrey Paterson: gkp@netspace.net.au Ian Lewis: Ian.Lewis2@sa.gov.au Mapping the field trip itinerary The map on pages 56 and 57 was produced with MapInfo Professional version 11 using free downloadable spatial data for roads in the localities covered by the fieldtrip. These free MapInfo TAB files and ESRI shapefiles for all parts of Victoria are located at www.land.vic.gov.au. Teachers are encouraged to consult large-scale maps and visit the sites to obtain more details on the location and features of each fieldwork stop. Resources Books Birch, WD. 1994. Volcanoes in Victoria. Melbourne: Royal Society of Victoria. Central Planning Authority. 1957. Resources survey: Corangamite region. Melbourne: Government Printer. Cochrane, GW, Quick, GW & Spencer-Jones, D. Eds. 1991. Introducing Victorian geology. Melbourne: Geological Society of Australian Victorian Division. Douglas, JG, Ed. 2004. The nature of Warrnambool : a compilation of information on the natural history of Warrnambool, Australia. Warrnambool: Warrnambool Field Naturalists Club. Hills, ES. 1978. The physiography of Victoria. Melbourne: Whitcombe & Tombs. Joyce, EB & King, RL Eds. 1980. Geological features of the National Estate in Victoria. Melbourne: Geological Society of Australia. Victorian Division. Martin, K. 2010. Walks of the Shipwreck Coast & volcano country. Bas Publishing. Seaford, Victoria. McAndrew, J, & Marsden, MAH, Eds. 1973. A regional geology guide to Victoria. Melbourne: University of Melbourne. Ollier, CD. 1967. “Landforms of the Newer Volcanic Province of Victoria”. In Jennings, JN & Mabbutt, JA (Eds.), Landform studies from Australia and New Guinea (pp. 315–339), Canberra: ANU Press. Orth K, & King R. 1990. The geology of Tower Hill. East Melbourne: Department of Industry. Quirk, C. Warrnambool student helps pass on an ancient message. Video retrieved from www.standard.net.au/story/1713271/ video-warrnambool-student-helps-pass-on-an-ancient-message/ The Draft Ngootyoong Gunditj Ngootyoong Mara South West Management plan. Melbourne: Parks Victoria. Retrieved from http:// parkweb.vic.gov.au/explore/parks/mount-eccles-national-park/plans-and-projects/ngootyoong-gunditj-ngootoong-mara Journals Ollier, CD. 1964. “Caves and associated features of Mount Eccles”. Victorian Naturalist, 81, pp. 64–71. Ollier, CD. 1985. “Lava flows of Mount Rouse, Western Victoria”. Proceedings Royal Society of Victoria, 97, pp. 167–174. Ollier, CD & Brown MC. “The Byaduk Lava Caves”. Victorian Naturalist, 80, pp. 279–290. Ollier, CD & Joyce EB. 1864. “Volcanic physiography of the western plains of Victoria”. Proceedings Royal Society of Victoria 77, pp. 357–376. Websites Department of State Development Business and Innovation at www.energyandresources.vic.gov.au/earth-resources/geology Land Channel for maps and spatial data at www.land.vic.gov.au Kanawinka at www.kanawinkageopark.org.au/ Penshurst Volcanoes Discovery Centre at www.penshurstvolcano.org.au/ Parks Victoria for details on Tower Hill Wildlife Reserve, Mount Eccles National Park, Mount Napier State Park including Byaduk Caves at http://parkweb.vic.gov.au/
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Reviews All decisions regarding reviewers and resources to be reviewed are determined by Geoff Paterson and the Editors. Please make contact via the GTAV office.
relevant to Geography teaching. I found particularly informative discussions on climate policy, insurance and the possible impacts of climate change on different groups. Interesting concepts encountered included the conservation auction, knowledge brokering in catchment management, and adaptive capacities of communities.
AUSTRALASIAN JOURNAL OF ENVIRONMENTAL MANAGEMENT Journal of The Environment Institute of Australia and New Zealand Inc. Published by Taylor & Francis ISSN 1448-6563 Journal website: www. tandfonline.com/toc/tjem20/ current Review issues: volume 18:4, 19:1 and 19:2. Pages per issue: 70, 73 and 70 pages. This journal aims to improve environmental practice by addressing “. . . general issues of policy and practice in areas of resource and environmental management” (front cover).
Second, some articles relate to environmental impacts in specific places. In my teaching, I have at times had difficulties in identifying case studies at the local or regional scales. One response is to do your own fieldwork but time and access is often a problem. Another is to rely on the research of others through books and journal articles where an extract and/ or a diagram or a map may be useful in developing a case study. A search on the above journal website may identify case study material that is relevant to your teaching. A final point of interest is the article on environmental careers. This overview may interest careers teachers, and the Geography student who intends to choose such a career. This journal is a useful teacher resource and its contents deserve to be explored. Geoffrey Paterson South Caulfield Victoria
The review issues reflect these aims in these three ways: Two articles examine Australia’s climate policy with an emphasis on carbon pricing. More practical matters discussed in other articles include sharing knowledge across Victorian catchments, the implications of a changing climate for the insurance industry and different groups in fast growing South East Queensland. Further issues include fox control, the role of conservation auctions, landholder attitudes to farm trees, and environmental impact of campsites and horse-riding. Finally, one article provides an interesting overview of careers in the environment. This teacher reference is appealing on several fronts. First, it introduces interesting perspectives and concepts that are
The Australian Geography Series for Year 7 consists of two books, Unit 1: Resources in the World, and Unit 2: Place and Liveability. Both are written by primary school teacher, Fiona Back, and are consistent in the clarity of information they provide and their easy to read format. The clearly identifiable links to the Australian Curriculum (AC) are described in the introductory pages of each book. The books essentially provide activity sheets that complement classroom teaching, and develop geographic skills including basic fieldwork, collecting and analysing data and drawing conclusions. As many of us find ourselves in the beginning stages of developing new units in alignment with the AC, these books are also valuable in highlighting some of the most important focus points, and providing some direction. Unit 1: Resources in the World is divided into: resource use and classification; an in-depth study into water as a resource; environmental hazards (flood focus) and non-renewable resources. Case studies tend to have a Western Australian and NSW focus. There were no Victoria-specific case-studies in either book, however with a bit of effort these activities can be adapted to more local case studies if desired. Unit 2: Place and Liveability facilitates a strong basis for understanding the influences on and of Indigenous location, population, migration, liveability and urbanisation. However the Around the World section is scant. Activity sheets that address cross curriculum priorities such as Thailand’s Flood Management and Distribution of Indigenous Australians are quality resources. A good balance is struck between information and activity and the pages are visually appealing.
Australian Geography Series Year 7 – Unit 1: Resources in the World Year 7 – Unit 2: Place and Liveability Written by Fiona Back Published by Ready-Ed Publications, 2013 ISBN: 978 186 397 8811 and 978 186 397 8828 Paperback
Fiona Back’s books reflect a strong appreciation for student’s developing geographic understanding and most activities are accessible to lower level students. Some activities involve deeper levels of understanding however, and consequently the books provide enough variety to support differentiation. These books can certainly serve as a worthwhile and practical resource for Victorian teachers. Despina Poladitis Rosebud Secondary College December 2013 Interaction
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Annual Index
Number 1 Fieldwork
Index to Interaction, Volume 41 2013 Compiled by Geoffrey Paterson
Number 2 Careers and courses
GTAV News Editorial 1:2, 2:2, 3:2, 4:2 From the President 1:3, 2:3, 3:3, 4:3 CPTAV Outstanding Professional Service Awards 2012: John Ramsdale 1:7 GTAV Annual Conference 2013 4:7 GTAV Committee Profiles • Anna Blamey 1:6 • Matt Davidson 2:4 • Trish Douglas 1:5 • Adrian De Fanti 2:6 • Philip Hedley 1:6 • Anne Miles 1:4 • Lou Preston 2:5 • John Ramsdale 3:4 • Alex Rossimel 2:7 • Ian Rutherfurd 4:4 • Karoline Walter 3:7 • Cleo Westhorpe 3:6 • Sue Young 3:5 GTAV Patron’s function 2:9 Meet the GTAV Committee 2013 1:4 Articles Bainbridge, K. Kayaking the Yarra River 1:24 Bourke, M. Human Rights – at the care of human wellbeing 4:35 Butler, J. Geography in primary schools – the new Australian Curriculum 3:21 Champion, T. Careers in land surveying offer graduates a life without limits 2:20 Crawford,A. I AM GLOBAL CITIZEN – Global Citizenship Education for the end of extreme poverty 4:30 Cross, P. Coastal fieldwork – making the coast your classroom 1:13 Dick, J. The relationship between Geography and supply chain careers 2:18 Gigliotti, B. Teaching careers in Geography 2:14 Harwood, A. Planning urban environments 2:19 Janin, K. The Port of Melbourne 4:41 Lowe, M. A career pathway with Geography 2:11 Lynch, V. Promoting Geography in my school 2:23 McDougall, S. GIS coordinator 2:22
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Number 3 Introducing the Australian Curriculum: Geography
McInerney, M. The time has come to make it happen – implementing the Australian Curriculum: Geography: Geography and the GeogSpace resources 3:9 McNicol, C. Water co-operation for peace, rights and sustainability 4:23 Matthews, S. Concepts and the Australian Curriculum: Geography – working with change 3:27 Miles, V. GIS as a Geography career 2:21 Mraz, J. Raingardens: managing our storm water 4:26 Paterson, G. Using technology to develop a more efficient, teacher-friendly fieldwork process 1:9 Rossiter, B. Smart Steps to a walkable world: using walking and local areas for Geography fieldwork and action plans 4:17 Stewart, P. Geography and the Asian Century 4:38 Suteau, E. Taking classrooms global with Model United Nations Conferences! 4:32 Terrett, L. Discovering a career to be passionate about 2:16 Wiggs, A. tackling the climate change skeptics – a discussion 4:8 VCE Blamey, A. Unit 2 fieldwork: Melbourne 1:29 Bourke, M. Guidelines for developing the fieldwork for Unit 2, Human Environments 1:37 Griffiths, L. Conflict over water use in the Liverpool Plains/Namoi River region of the Murray-Darling basin 2:26 Lower, C. Rippon Lea: a great venue for Geography fieldwork 1:46 Fieldwork Bakker, P., Paterson, G. and Lewis I.D. A field trip report on SW Volcanic Country: Fieldwork that rocks! 4:53 Boyle, M. Where the land joins the sea 4:43 Springs J. Brush-up on your sustainability knowledge at Narmbool 2:32 In 2013 65 individuals contributed to Interaction.
Number 4 Make a splash with Geography
Travellers’ Corner King, J. AGTA Pre-Conference Tour – a conference prerequisite 2:45 Primary Geographer Bouras, J-A, Williams T., and Wong, D. Biodiversity – our world, our country, our community and me 3:34 McLennan, I. Trialling the Primary GeogSpace illustration 3:31 Rambert, A. Big world, big dreams 2:35 Stoelwinder, J. Using stories to talk about poverty 1:25 Watts, M. Soueid, R., and Smales, J. Palm oil and the Orangutan 2:37 Jobs for Geographers Find your way … Tertiary courses linked to Geography 2:24 Geog ICT Dodson, A. Applications of the iPad and Drone in the middle-school Geography classroom 2:47 Hocking, C. and Leong, B. Digital tools for fieldwork 1:48 Jones, C. Scoop.it! 3:44 Jones, C. and Mraz, J. Geography careers on the web 2:50 Six good reasons to try QGIS 3:40 Rafferty, C. Ideas for using the iPad in your Geography classroom 1:53 Vaux, K. Historical digital maps 3:42 Journal Reviews Pacific Ecologist 1:56 Progress in Physical Geography 2:51 Scottish Geographical Journal 3:47 Australasian Journal of Environmental Management 4:59 Reviews Barham, B. All’s well? Exploring the world of water with upper primary students 2:51 Douglas, T. Living with fire: people, nature and history in Steels Creek 2:52 Train, N. Teaching history, Geography & SOSE in the primary school 3:48 Polatidis, D. Australian Geography Series 4:59