Success criteria:
I can identify different people's perspectives of the rainforest
I can understand why people have varying perspectives of this these environments
Perspectives of the rainforests
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
In lesson six, students explore a range of sources to identify the reasons for deforestation in Borneo's rainforests, in particular clearning for palm oil. They weigh up the benefits of palm oil whilst also exploring the importance of sustainability.
Outdoor learning component: Connections to place
60 minutes
Resources needed:
Internet/computer
Access to an area with lots of trees
Paper and pencils for drawing
After learning how important rainforests are for our survival, it's had to believe that the deforestation that has occurred in the Illawarra and in Borneo should have ever been allowed to go ahead. But people can have there are different views depending on what they feel is important to them.
The Dharawal people of the Illawarra as well as the Dayak people of Borneo have a deep and spiritual connection to Country.
They sense that the role of protecting environments such as rainforest in the world can only happen when people connect with the environment and understand how vital it is for our survival.
Watch the 'Mist and Mystery: The Dayak'. Write down the phrases that show the connection or relationship the Dayak people have to the land, for example " living hand to hand with the forest" at 27sec.
Can you think of a place in nature where you live that makes you feel like you really love being out in nature? It might be your favourite track through the bush along the creek, or the beach, or the river. That feeling you get is called a 'connection'.
Indigenous people like the Dharawal people of the Illawarra and the Dayak people in Borneo feel a deep and spiritual connection to the land. They respect all living things and they understand how living things depend on each other for survival. They also understand that as humans living off the land, they are a part of the environment (not separate to it) and should not take too much or destroy anything.
Play the video beside and listen to the Dayak person from Borneo describe his connection with the rainforest.
Draw a picture of you in the place where you feel 'connected' to nature. Include the natural features around you and also include words that describe how you feel when you are in this place.
The Dreaming story of Five Islands is one of many freshwater and saltwater Dharawal creation stories that relates to the formation of Mount Keira and to the five islands clustered off the coast from Port Kembla. This is a simplified retelling of the story, illustrated with artwork created by the children of Coomaditchie.
Hover over the picture and use the arrows on the left and right of the image to scroll through the story.
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.
The Dreaming story of the wombat's tail is one of many Dharawal stories that relate to the beautiful fauna and flora in our region and is a cautionary tale. This is a simplified retelling of the story, illustrated with artwork created by the children of Coomaditchie.
Hover over the picture and use the arrows on the left and right of the image to scroll through the story.
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.
https://www.csiro.au/en/Research/Environment/Land-management/Indigenous
When Europeans arrived in Australia the most important thing for them was to make farms so they could have food. In order to encourage grass to grow, farmers cleared much of the forest.
Oil palm farmers have very little money compared to the owners of the companies they work for. Making enough money to feed their families is the most important thing for them.
Early European settlers needed timber to make buildings and the gum trees were very hard to cut. Cedar trees were just right so the most important thing for the Ceder felling companies was to cut down as many of these trees as possible.
It is easier for palm oil companies to clear forests, rather than degraded areas or grasslands, for economic reasons. They don’t need add as much chemical fertiliser (which is expensive) to forest land cleared by fire and fertilised from ash produced by the fire.
Tourists visit rainforests to explore the beauty of natural places, and many other reasons such as observing wildlife, seeking adventure, relaxation, and pursuing hobbies such as photography or birding.
Hot Seating is a strategy in which a character or characters, played by the teacher or a student, are interviewed by the rest of the group. This activity invites students to recount a specific event, explore motivation and multiple perspectives/experiences related to a theme, topic, event, or idea.
Each student will be assigned a different perspective of the rainforest. Your teacher will ask you a series of questions for you to answer in role.
Choose a spot in an area of the playground with lots of vegetation. Spend 10 minutes sitting and connecting to this place, then draw yourself and represent the connections you felt to this place. This exercise aims to help students understand the deep and spiritual connection Aboriginal and other indigenous peoples have with the land.