Why and how do we protect the Great Barrier Reef

Geography Year 8 AC v9.0 100

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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 how the interactions of people and environmental processes impact on the characteristics of places. They explain how the characteristics of places are perceived and valued differently by people. They describe the effects of human activity or hazards on environments. They explain the features of a distribution and identify implications. They explain the interconnections between people and places and environments. They explain how these interconnections change places or environments. Students explain responses or strategies to address a geographical phenomenon or challenge, referring to environmental, economic or social factors.

Students develop relevant questions about a geographical phenomenon or challenge. They collect, organise and represent relevant and reliable data and information, using primary research methods and secondary research materials. They interpret and analyse data and information to explain patterns and trends and infer relationships. They draw reasoned conclusions about the impact of the geographical phenomenon or challenge. They decide on appropriate strategies for action and explain potential impacts. Students use geographical knowledge, methods, concepts, terms and reference findings from sources to create descriptions, explanations and responses.

Content descriptions

Geographical Knowledge and Understanding

The spiritual, aesthetic and cultural value of landscapes and landforms for people, including Country/Place of First Nations Australians. (AC9HG8K03)

The interconnections between human activity and geomorphological processes, and ways of managing distinctive landscapes. (AC9HG8K04)

Geographical Inquiry and Skills

The interconnections between human activity and geomorphological processes, and ways of managing distinctive landscapes. (AC9HG8S02)

Interpret and analyse geographical data and information to identify similarities and differences, explain patterns and trends and infer relationships. (AC9HG8S03)

Draw conclusions based on the analysis of the data and information. (AC9HG8S04)

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)