Inquiry+tm2

=Good online resource= Links impact of humans on the environment, industry and agriculture Catchment Detox

CSIRO stuff Environment

Surfing Scientist link here

Sustainable Storyteller here

Mash up for tuning in
= = =In the books= Circle of actions (FOI p88) Taking action in regards to the environment. Consolidates learning from term one. Action driven inquiry (FOI 97) How do natural disasters affect us? (Learning for Themselves p18) Sustainablility ideas from past unit of work
 * ice caps falling
 * photos of school environment
 * An Inconvenient Truth
 * National Geographic info
 * extinct animals : dinosaurs
 * quotes : Sea Shepherd
 * recycling
 * Simpsons
 * nuclear
 * Garbage Island: Sustainable Story Teller
 * Tsunami
 * Queensland floods
 * Political points: both sides of the story so students see different perspectives and question
 * Destruction of forests
 * Bush fires and regeneration
 * Avatar
 * The Lorax

[|Inquiry unit of work from Yarra Healing website.] Based on these understandings...

Understandings

 * Aboriginal and Torres Strait Islander people see themselves as part creation. They believe they were created them from the land by the Creator Spirit who provided for them through the gifts of nature provided from the earth, that which they call Mother. They had a sacred responsibility to care for the earth.
 * Aboriginal and Torres Strait Islander people used sustainable practices and only took what they needed from the land.
 * Human beings impact on the environment both positively and negatively.
 * What we do to the environment today impacts on what happens to the environment in the future.
 * Aboriginal and Torres Strait Islander people’s beliefs about and approaches to land management can continue to contribute to a healthier sustainable environment for all Australians.

= = =VELS links=

Geographical knowledge and understanding
At Level 4, students identify and describe Australia’s significant natural processes. They describe the reaction of people to these processes including the management of natural disasters. They compare the various ways humans have used and affected the Australian environment. Students recommend ways of protecting environmentally sensitive areas in a sustainable way. They provide examples and evidence based on their inquiries. They use geographic language to identify and describe the human and physical characteristics of local and global environments depicted by different kinds of maps, diagrams, photographs and satellite images.

Science knowledge and understanding
They identify and explain the relationships that exist within and between food chains in the environment. They explain how the Earth and the Moon operate as a simple system within the larger solar system. They describe the composition of layers within the Earth. They explain the function of the layers of the Earth’s atmosphere.

Science at work
At Level 4, students analyse a range of science-related local issues and describe the relevance of science to their own and other people’s lives. They explain how sustainable practices have been developed and/or are applied in their local environment. They describe the contributions Australian scientists have made to improve and/or change science knowledge.