Table 9: Sample unit of work for Focus unit 6: Sustaining biodiversity Tropical forests in the of . — Thinking skills, linked to Suggested common Key questions for the sample time and curriculum Geographical unit scale elements Learning experiences skills Recognising Locate in Asia-Pacific examine political boundaries 1. What are the characteristics of 4–6 hours Gathering — and consider sovereignty the tropical forests on the ? information Research history of governance of PNG and Irian Jaya from media with a focus especially Perceiving patterns Map the main biogeographical regions in NG on in electronic Examine reports of the December 2005 visit by the Irian Conservation International that discovered Interpreting Jaya numerous new species in Foja Mts Research tropical forest vegetation types, associated fauna and adaptations Constructing Undertake fieldwork in a local tropical forest (drawing) maps Field skills (mapping, transects) Compiling results Collate and correlate spatial data for of topography, 2. What processes have 4–6 hours Constructing rainfall, temperature, population density and land use contributed to the Interpreting data transects biogeographical patterns? Construct transects Recording data Interpreting graphs, Identify current and potential resources in the area Why is biodiversity important? Translating data tables (timber) and possible stakeholders Reaching Constructing Investigate value of biodiversity in tropical forests conclusions graphs Analysing Construct consequences wheel for various land uses 3. What impact has resource use 4–6 hours Drawing had within this region? (or could Research case studies from the internet consequences it have in the future?) wheels Roleplay stakeholders in a resource debate with various Generalising from scenarios Interpreting aerial information Engage in problem-solving exercises that require photographs Explaining to others listening, empathising, lateral thinking Analysing data Using reasoned argument Judging, evaluating Investigate position on the extraction of resources such 4. What is done or could be 4–6 hours Surveying public ’s as timber and minerals from tropical forests done by individuals, groups and Extrapolating for awareness Local scale governments to sustainably Interview your federal member of Parliament on role in Criticising ’s Interviewing manage biodiversity within the protecting the forests in Irian Jaya Hypothesising Decision-making tropical forests region? Research alternative plans and options for protecting at the Synthesising tasks biodiversity in tropical forests globally school Creating/devising
Table 9: Sample unit of work for Focus unit 6: Sustaining biodiversity — Tropical forests in the of . Key questions for the sample unit Suggested time and scale Thinking skills, linked to common curriculum elements Learning experiences Geographical skills 1. What are the characteristics of the tropical forests on the ? 4–6 hours with a focus on in Irian Jaya Recognising Perceiving patterns Locate in Asia-Pacific — examine political boundaries and consider sovereignty Research history of governance of PNG and Irian Jaya Map the main biogeographical regions in NG Examine reports of the December 2005 visit by the Conservation International that discovered numerous new species in Foja Mts Research tropical forest vegetation types, associated fauna and adaptations Undertake fieldwork in a local tropical forest Gathering information from media especially electronic Interpreting Constructing (drawing) maps Field skills (mapping, transects) 2. What processes have contributed to the biogeographical patterns? Why is biodiversity important? 4–6 hours Compiling results Interpreting data Recording data Translating data Reaching conclusions Collate and correlate spatial data for of topography, rainfall, temperature, population density and land use Construct transects Identify current and potential resources in the area (timber) and possible stakeholders Investigate value of biodiversity in tropical forests Constructing transects Interpreting graphs, tables Constructing graphs 3. What impact has resource use had within this region? (or could it have in the future?) 4–6 hours Analysing Generalising from information Explaining to others Construct consequences wheel for various land uses Research case studies from the internet Roleplay stakeholders in a resource debate with various scenarios Engage in problem-solving exercises that require listening, empathising, lateral thinking Drawing consequences wheels Interpreting aerial photographs Analysing data Using reasoned argument 4. What is done or could be done by individuals, groups and governments to sustainably manage biodiversity within the tropical forests region? 4–6 hours Local scale at the school Judging, evaluating Extrapolating Criticising Hypothesising Synthesising Creating/devising Investigate ’s position on the extraction of resources such as timber and minerals from tropical forests Interview your federal member of Parliament on ’s role in protecting the forests in Irian Jaya Research alternative plans and options for protecting biodiversity in tropical forests globally Surveying public for awareness Interviewing Decision-making tasks
snr_geography_07_syll.docx