Value of Landscapes and Landforms
Investigate the aesthetic, cultural, spiritual and economic value of landscapes and landforms for people, including Aboriginal and Torres Strait Islander Peoples, for example:
- explanation of the aesthetic value of landscapes and landforms to culture and identity
- description of the cultural and spiritual value of landscapes or landforms in different places
- identification of how a landscape can have economic value for different people
Explanation of the aesthetic value of landscapes and landforms to culture and identity
Learning Intention:
By the end of this activity, I should be able to:
Justify why people value a variety of landscapes
Success criteria:
To do this well, I need to include:
Sentences that link the type of landscape, and how people benefit from it to show its value
The terminology of 'aesthetic', 'cultural', 'spiritual', and 'economic'
Heading: Valuing Landscapes and Landforms
Class discussion: When people think of Australia they might think of beaches. Our coastal areas are an iconic landscape. But do they have value? And if they do, what creates this value? Just how much is the beach worth?
Think-Ink-Pair-Share activity
Individually:
Write an answer for the two questions below:
Does the beach have value to you? Why/Why not?
How much would you pay to own Bondi beach for your own private use?
In pairs:
Ask the same two questions to the person next to you.
Were your answers the same or different to your own?
Write a sentence or two that compares and contrasts your answers to the two questions.
Definitions, Synonyms and Sentence Building activity: Complete this worksheet on the various reasons why we value different landscapes and landforms.
1. Valuing Landscapes and Landforms.pdfIdentification of how a landscape can have economic value for different people
Learning Intention:
By the end of this activity, I should be able to:
Discuss the economic value of the Great Barrier Reef (GBR) in terms of employment and income generated.
Interpret graphs, images and tables to understand geographical concepts.
Infer the importance of protecting the GBR based on its economic significance for different groups of people.
Success criteria:
To do this well, I need to include:
The different industries (jobs) that rely on the GBR.
What would happen to those jobs if the GBR were destroyed.
Use statistics to support my sentences.
Heading: The Economic Value of the Great Barrier Reef
Class Discussion: Why is the Great Barrier Reef so important? Why do some people value it?
Video analysis activity: Watch the economic, social and icon value of the Great Barrier Reef video.
While watching the video write down 5 interesting facts.
Source Analysis and Inferencing activity: Complete Economic Value of the Great Barrier Reef worksheet. This worksheet requires you to make meaning based on what you see and also use your past knowledge to understand what the text is showing.
Economic Value of the GBR.pdfDescription of the cultural and spiritual value of landscapes or landforms in different places
Learning Intention:
By the end of this activity, I should be able to:
Discuss the cultural and spiritual value of Uluru for the Anangu people.
Edit a piece of text for grammatical correctness.
Success criteria:
To do this well, I need to:
Use evidence from a text to support my answers.
Look for subject-verb agreement. (a singular subject needs a singular verb, a plural subject needs a plural verb).
Refer to examples from Tjukurpa stories.
Heading: Uluru - Cultural and Spiritual Value
Grammar, Spelling and Punctuation Activity - Copy the following into your workbook. You are to select and write the correct term. Only ONE of the terms in bold are correct.
Aboriginals was/were the first people to live in/on Australia within/around 60,000 years ago. They/Their comprise of 500-600 distinct group/groups, and their/they lived in/on family groups, hunting, fishing in/and gathering food.
Aboriginal people has/have a special connection with there/they're/their land, giving them/their an/a identity and a sense/cents of belonging. An/A example of that/this was/is Uluru, a major tourist attraction and a/an internationally recognised symbol with/of Australia. The/their Anangu traditional owner's/owners have/has closed the Uluru climb; and prefer that/this visitors choose/chews/chose to respect their/there law and/in culture of/by not climbing the rock because of it’s/ its spiritual significance. Uluru faces many negative impacts on/to it’s/its environment, such/like as trampling, flora destruction, fauna disturbance, habitat loss, in/and global climate change.
Discussion after Video - do you agree with the ban? Should it have happened sooner?
Reading and comprehension activity: Read through the text as a class and answer the questions.
3.Uluru.docx.pdfGeographical Skill: Longitude and Latitude
Learning Intention:
By the end of this activity, I should be able to:
Use latitude and longitude to locate places on a map
Success criteria:
To do this well, I need to:
Remember lat(itude) is flat
Refer to how far north or south of the equator a latitude is
Refer to how far east or west if the prime meridian (greenwich mean line) the longitude is
Heading: Latitude and Longitude
Latitude and Longitude video.mp4Latitude and Longitude videoclip questions.docxLatitude and Longitude worksheet.pdfLatitude and Longitude Activity: We have been studying valuable landscapes and landforms across Australia. We are now going to locate places around Australia using latitude and longitude.
Australia Latitude and Longitude Activity.pdf