Sustainable development of forest ecosystems

SubjectGeography YearYear 10 CurriculumAC v8.4 Time100

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Introduction

Students develop an understanding of the social, economic and environmental value of forest ecosystems and discuss the positive and negative impacts of different management approaches for the sustainable development of forest ecosystems. They decide on the most appropriate management strategy giving reasons for their decision.

This activity focuses on the geographical concepts of place, space, interconnection, sustainability and change.

Australian Curriculum or Syllabus

Achievement standard

By the end of Year 10, students explain how interactions between geographical processes at different scales change the characteristics of places. Students identify, analyse and explain significant interconnections between people, places and environments and explain changes that result from these interconnections and their consequences. They predict changes in the characteristics of places and environments over time, across space and at different scales and explain the predicted consequences of change. They evaluate alternative views on a geographical challenge and alternative strategies to address this challenge using environmental, economic, political and social criteria and draw a reasoned conclusion.

Students use initial research to develop and modify geographically significant questions to frame an inquiry. They critically evaluate a range of primary and secondary sources to select and collect relevant, reliable and unbiased geographical information and data. Students record and represent multi-variable data in of the most appropriate digital and non-digital forms, including a range of graphs and maps that use suitable scales and comply with cartographic conventions. They use a range of methods and digital technologies to interpret and analyse maps, data and other information to make generalisations and inferences, propose explanations for significant patterns, trends, relationships and anomalies across time and space and at different scales, and predict outcomes. They analyse and synthesise data and other information to draw reasoned conclusions, taking into account alternative perspectives. Students present findings, arguments and explanations using relevant geographical terminology and graphic representations and digital technologies in a range of selected and appropriate communication forms. They evaluate their findings and propose action in response to a contemporary geographical challenge, taking account of environmental, economic, political and social considerations. They explain the predicted outcomes and consequences of their proposal.

Content descriptions

Geographical Knowledge and Understanding

The application of geographical concepts and methods to the management of the environmental change being investigated (ACHGK074).

Geographical Inquiry and Skills

Present findings, arguments and explanations in a range of appropriate communication forms, selected for their effectiveness and to suit audience and purpose; using relevant geographical terminology, and digital technologies as appropriate (ACHGS079).

Reflect on and evaluate findings of an inquiry to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic, political and social considerations; and explain the predicted outcomes and consequences of their proposal (ACHGS080).

Student learning resources

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Explainer

Forest ecosystems and sustainable development

 
Evaluation table

Approaches to sustainable development of forest ecosystems

 
How to

Writing paragraphs in Geography

 
Template

Writing essays

Suggested activity sequence

This sequence is intended as a framework to be modified and adapted by teachers to suit the needs of a class group. If you assign this activity to a class, your students will be assigned all student resources on their 'My learning' page. You can also hand-pick the resources students are assigned by selecting individual resources when you add a work item to a class in 'My classes'.

  1. As a class read the explainer. As you read, support student comprehension by asking questions such as:
    • What is the economic function of forests?
    • What is the sink function of forests?
    • What is the source function of forests?
    • What is the service function of forests?
    • What is the spiritual function of forests?
    • What is the human impact on forests?
    • What is the government function?
  2. Discuss the social, economic, and environmental value of forest ecosystems.
  3. Use a grouping strategy to organise students into groups of 6.
  4. As a class, discuss each management strategy listed on the evaluation table and emphasise the need to consider that people may have a range of perspectives on each management option.
  5. Each group discusses the positive and negative social, economic and environmental impacts of different management approaches for sustainable development of forest ecosystems.
  6. Students record their ideas by completing the evaluation table for each management strategy.
  7. Students decide on the most appropriate management strategy for attaining sustainable development of forest ecosystems giving reasons for their decision.
  8. Students share their decision with the rest of the class.
  9. Depending on their levels of readiness, students either:
    1. Write one or 2 paragraphs identifying and explaining their choice of the most appropriate management strategy for attaining sustainable development of forest ecosystems.

      Refer students to Writing paragraphs in Geography – Model.
      Or

    2. Write an essay discussing the advantages and disadvantages of each strategy and arguing for the most effective strategy.

      Refer students to Writing essays – Template and Writing paragraphs in Geography – Model.