Why and how do we protect the Great Barrier Reef?

Geography Year 8 AC v8.4 100

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Introduction

Through locating and watching a range of videos, students explore the social, economic, and environmental value of the Great Barrier Reef, the threats posed by human activity and the management strategies that have been implemented to protect the reef. They make a reasoned judgement on the reliability of the videos they used.

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

Achievement standard

By the end of Year 8, students explain geographical processes that influence the characteristics of places and explain how places are perceived and valued differently. They explain interconnections within environments and between people and places and explain how they change places and environments. They compare alternative strategies to a geographical challenge, taking into account environmental, economic and social factors.

Students identify geographically significant questions from observations to frame an inquiry. They evaluate a range of primary and secondary sources to locate useful and reliable information and data. They select, record and represent data and the location and distribution of geographical phenomena in a range of appropriate digital and non-digital forms, including maps at different scales that conform to cartographic conventions. They analyse geographical maps, data and other information to propose explanations for spatial distributions, patterns, trends and relationships, and draw reasoned conclusions. Students present findings, arguments and ideas using relevant geographical terminology and digital technologies in a range of appropriate communication forms. They propose action in response to a geographical challenge, taking account of environmental, economic and social factors, and predict the outcomes of their proposal.

Content descriptions

Geographical Knowledge and Understanding

Spiritual, aesthetic and cultural value of landscapes and landforms for people, including Aboriginal and Torres Strait Islander Peoples (ACHGK049).

Human causes and effects of landscape degradation (ACHGK051).

Ways of protecting significant landscapes (ACHGK052).

Geographical Inquiry and Skills

Evaluate sources for their reliability and usefulness and select, collect and record relevant geographical data and information, using ethical protocols, from appropriate primary and secondary sources (ACHGS056).

Apply geographical concepts to draw conclusions based on the analysis of data and information collected (ACHGS060).

Student learning resources

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Explainer

The Great Barrier Reef and its management

 
Recording sheet

Value of the GBR and how it is managed

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.

  1. Students read the explainer, either individually or in pairs. As they read, students highlight unfamiliar words or phrases.
  2. Invite students to call out unfamiliar words or phrases and write them on the board.
  3. As a class, with teacher input, develop definitions for these words or phrases. You can ask students to record these in their workbooks if you want.
  4. As a class, discuss the concept of sustainable development in relationship to the Great Barrier Reef (GBR).
  5. Use a grouping strategy to organise students into pairs.
  6. Pairs search the internet to locate published videos on the GBR that assist in answering the following questions:
    1. What is the social, economic and environmental value of the GBR?
    2. What human activities pose a threat to the GBR?
    3. What management strategies are in place to protect the reef?
  7. Pairs view the videos they have selected and record their findings on part 1 of the video recording sheet.
  8. Pairs examine the source of the videos they consulted and rank them according to their reliability – from most reliable to least reliable (part 2 of video recording sheet).
  9. Brainstorm criteria that could be used to judge reliability. Some possibilities include:
    • publisher (for example, government versus private enterprise)
    • purpose of publication (for example, to inform or persuade or justify funding)
    • date of publication (for example, published or updated in the last 5 years)
    • evidence used in the source.
  10. As a class, discuss the question ‘Why is management of the reef described as a ‘tricky tightrope to walk’?
Why and how do we protect the Great Barrier Reef? - Teacher instructions (PDF, 147.13 KB)