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Learning intention: I will learn about different types of environments and observe features of my school environment.
Learning intention: I will learn about different types of environments and observe features of my school environment.
Success criteria:
I can define the terms 'vegetation', 'soil', 'climate', and 'landforms'
I can distinguish between types of vegetation
I can conduct a survey of our school land cover
I can analyse maps to suggest trends between vegetation, rainfall, temperature, soil, landforms across Australia
Lesson content
Lesson content
Types of environments
Inquiry question: How does the environment support the lives of people and other living things?
Earth's Environment
GE2-1 Examines features and charactersistics of places and environments
GE2-2 Describes the ways people, places and environments interact
GE2-3 Examines differing perceptions about the management of places and environments
GE2-4 Acquires and communicates geographical information using geographical tools for inquiry
Lesson description
Lesson description
Lesson one introduces different kinds of environments including the relationship between climate, vegetation and living things. Students use Google Earth and hands-on strategies to survey their school environment for different kinds of land use and types of vegetation (trees, shrubs, grass or groundcover). They also complete a group learning activity using different maps of Australia to determine patterns and trends between vegetation, rainfall, temperature, soil and landforms.
Outdoor learning component: Survey of school environment vegetation
Estimated time
Estimated time
60 minutes
Supporting materials required
Supporting materials required
Interactive whiteboard
Lead pencils
Mapping comparison activity worksheet (to work out how many copies of each map you need, divide the class by 6, so if class has 30 students, divide 30 by 6 and make 5 copies of each map) OR, to do this as a whole class activity, look at one map a day using this resource Mapping comparison activity one-map-a-day version
Access to school grounds
School grounds land use survey worksheet (one per student)
Vegetation scavenger hunt - laminated examples and scavenger hunt tackle boxes (or other containers to collect samples of trees, shrubs and grasses)
Set up a 'Question parking lot' to record student questions (see link for information)
Google Earth - where are we?
Google Earth - where are we?
Enter your school address into Google Earth. Watch the fly-in approach.
Orient yourselves
Orient yourselves
Once you have 'landed' at your school, double click on the north arrow at the bottom right of the screen to change the setting from 'earth' to 'compass' and ensure that your view is north oriented.
For the next activity, tap on '3D' option.
Illawarra Escarpment
Illawarra Escarpment
On Google Earth, locate the escarpment as the line of cliffs. Using the 3D view, you should be able to see and follow the cliff line.
The Escarpment starts at the Royal National Park sea cliffs, breaking away from the coastline at Stanwell Park, travelling past Broker's point / nose, Mount Keira, Mount Kembla, is worn inland by Macquarie river at Macquaries pass, down past Saddleback mountain near Kiama, and travels down to the Shoalhaven River near Cambewarra Mountain.
Coastline
Coastline
The coastline is where the sea meets the land. Is the coastline straight? Does it all look the same?
Coastal plain
Coastal plain
The coastal plain is the flatter area of land in between the escarpment and the coastline.
Think, Pair, Share
Think, Pair, Share
Think, pair, share discussion strategy has three key steps:
Think - Listen to and spend some time thinking about the question. You might be able to refer to a word wall to help you plan your answer.
Pair - Pair up with a partner to tell your ideas, focusing on the key question.
Share - Take turns sharing your ideas with the class or you may share your partner's idea. You could share your ideas verbally or you may type, draw or record your ideas using a digital template below.
Describe the school's location using the terms escarpment, coastal plain, coastline and directional language (eg north, east, south, west, inbetween, below, above)
Types of vegetation
Types of vegetation
Factors such as climate, soil type and landforms influence where vegetation grows.
Let's go over what these terms mean.
Match the definition to the term
Match the definition to the term
Vegetation
2. Climate
3. Soil
4. Landforms
a) The average types of weather, including seasonal variations, experienced by a place or region over a long period of time.
b) The individual surface features of the Earth identified by their shape eg dunes, plateaus, canyons, beaches, plains, hills, rivers, valleys.
c) The upper layer of earth in which plants grow, a black or dark brown material typically consisting of a mixture of organic remains, clay, and rock particles.
d) Plants considered collectively, especially those found in a particular area or habitat.
Climate
Climate
How is climate different to weather?
'Climate' is the long term pattern of weather in a particular area. Weather can change from hour-to-hour through to year-to-year. A region's weather patterns, usually tracked for over a period of 30 years, is the climate.
How would you describe the 'climate' of Illawarra compared to Queensland? Compared to Antarctica?
Vegetation types
Vegetation types
The main vegetation types in Australia are forest, rainforest, grassland and desert. Different types of trees, shrubs and grasses grow in each vegetation type and are adapted to the rainfall, temperature and soil in that area.
Forests
Rainforests
Grassland
Desert
Note: If doing the vegetation scavenger hunt outside, looking at the following examples of trees, shrubs and grasses aren't necessary. Prepare the resources using this document.
Note: If doing the vegetation scavenger hunt outside, looking at the following examples of trees, shrubs and grasses aren't necessary. Prepare the resources using this document.
Trees, shrubs and grasses
Trees, shrubs and grasses
What are the differences between trees, shrubs and grasses?
Tree
Tree
A tall plant with a single woody trunk and having branches growing from the main trunk, such as a gum tree.
A tall plant with a single woody trunk and having branches growing from the main trunk, such as a gum tree.
Shrub
Shrub
A plant smaller than a tree with several woody stems growing from the base near the ground, such as grevilleas and many wattles.
Grass or ground cover
Grass or ground cover
Usually a short plant with soft, flexible stems growing close to the ground, such as a moss, fern or grass.
Grasses
Grasses
Grasses could include:
Lomandra
Fountain grass
Kangaroo grass
Dianella
Ferns
Ferns
Ferns could include:
Hares foot fern
Bracken fern
Maidenhair fern
Birds nest fern
School survey
School survey
You will survey the vegetation cover of your school.
Part 1: Inside learning
As a class, look at Google Earth or Google Maps. First of all, discuss the fraction of the school covered by:
Buildings
Cement and asphalt
Mown grass
Trees, shrubs, native grasses, ferns and garden areas (it's hard to tell the difference on maps)
Other
Analyse whether the school has more green space or built space (including asphalt / cement). Is there more grass area or asphalt / cement area?
Grounding activity: Connection to place
Grounding activity: Connection to place
Students take 6 deep breaths, identify five things they can see, four things they can feel, three things they can hear, two things they can smell, and imagine what one thing would taste like.
Vegetation scavenger hunt
Vegetation scavenger hunt
You will explore the school grounds to identify and collect samples of vegetation across the school environment.
Part 2 of vegetation survey worksheet
Part 2 of vegetation survey worksheet
Discuss the difference of tallying the number of each tree / shrub / grass (quantity) and the different types of trees / shrubs / grass (diversity).
As a class, you will walk around the school grounds and tally the number and diversity of trees, shrubs and grasses (including native grasses, ferns and moss). Students should work with a partner.
Discuss whether the school grounds have any pockets of natural vegetation, or are they heavily managed environments?
Analysing patterns on maps of Australia - Jigsaw activity
Analysing patterns on maps of Australia - Jigsaw activity
Step 1
For this activity, your class will be broken into 6 groups. Each group will be allocated a map:
Group 1: Average rainfall
Group 2: Soil fertility
Group 3: Average daily maximum temperature
Group 4: Climate zones based on temperature and humidity
Group 5: Landform regions
Group 6: Vegetation types
In your group, discuss what the map is representing. Discuss the patterns and trends you see on the map.
Step 2
You will now be broken into new groups. Take your map with you. Each group will have approximately 6 people in it. There should be one person from each original group, so each group should have 6 different maps in it.
This time, you will compare and contrast your maps. Take it in turns to share what your map represents, and then discuss how your maps show similar or different patterns.
Can you see any relationship between the maps? For example, is there a link between rainfall and climate zones?
Step 3
Choose at least one person from each group to report back and share your findings as a class. Make sure you talk about whether you agree or disagree with other groups' conclusions (and why!)
ALTERNATIVELY, Look at one map a day as a whole class
ALTERNATIVELY, Look at one map a day as a whole class
Each day, introduce a map of Australia to the class. Discuss what the map is showing, and go over the key vocab words.
Map 1: Average rainfall
Map 2: Soil fertility
Map 3: Average daily maximum temperature
Map 4: Climate zones based on temperature and humidity
Map 5: Landform regions
Map 6: Vegetation types
Ask students what patterns they notice on the map. What questions do they have about it? (such as ‘Why does the east coast receive more rain than the west coast?’)
Set up students to ‘think, pair, share’ their observations and questions with a partner, and to write observations on one yellow sticky note and questions on another (with their names) and place them around the map. Use their responses as a guide to a 5 minute class discussion. Any questions that cannot be easily answered at that time could be ‘parked’ in a question parking lot. You could encourage students to research these questions beyond the lesson, come back and answer them another time, or also feel free to email and seek advice from IEEC staff.
Most surprising concept?
Most surprising concept?
Record the most surprising concept from today's lesson or the unit so far, and why you think it is surprising.
Reflective journal prompt - Features of my school I didn't notice before
Reflective journal prompt - Features of my school I didn't notice before
Draw or describe some features of your school environment that you didn't realise were there.
(Write the prompt title so it's clear what your response is about.)
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