Exploring Climate Change...

Introduction

WebQuest Created by Naomi Bishop, 32014203 and Tessa Standen, 32014846. 

Exploring Climate Change.

As a class we have been exploring the environmental issue of climate change and the effects climate change has on natural vegetation and native animals in Australia. We examined the important role both vegetation and animals have on the environments and briefly compared Australia's climate to other countries around the world, specifically Asia which will continue in this task. This task will allow you to closely investigate climate change and the impacts it has on our environment. There will be three main focus points in this web quest:

  • The comparison of climate within Australia and China

  • The effects climate change has on natural vegetation

  • The effects climate change has on native animals 

It is important that whilst exploring these focus points you can identify sustainable practices along the way that can help contain climate change issues and how these practices can best be achieved. This will be used in the extension activity at the end.

Task

Your task today 3/4BS is going to be exploring a webquest! It is going to be fun, challenging at times but most of all engaging and exciting!

Within this webquest you will be completing numerous activities. Each one of these activities will allow you to gain a deeper understanding about the effects climate change has on the environment.

Process

Activity 1: Climate in Asia

Activity 1: Part 1

Two Truths, One Lie 

In this game you will become detectives! Your duty is to find the false claim in a game of ‘two truths one lie’!

Below are a range of facts about Australia and China however some may not be factual! Through your own research and investigation you must choose which of the three claims you believe is false.

Round 1. Population

The population of China is over 1, 440,000,000

China holds the third largest population in the world

The population of Australia is over 25, 500, 000

 

Round 2. Co2

China is the largest emitter of carbon dioxide 

Beijings  biggest climate issue is not weather but rather air pollution.

Australia is NOT in the list of the 20 countries that emitted the most carbon dioxide in 2018. 

 

Round 3. Weather 

Just like us, China’s summer season is from December through to February.

The average Australian summer temperature ranges from around 20 degrees to 35 degrees. 

In China the summer season actually receives the most amount of rain. 

 

 

Activity 1: part 2

For this activity you will need to conduct some of your own research before writing a journal entry all about your day visit to China! When researching, you should be focussing on weather, climate, seasons and more! Miss Bishop and Miss Standen will be  looking for an in depth, realistic journal entry that tells us which season and time of the year your visit to China was and in which area of China, what the weather was like during your visit, what clothes you were wearing - was it hot or was it cold as well as what activities you may have been doing in those weather conditions! Begin your journal entry below!

 

Dear diary,

_______________________________________________

_______________________________________________

______________________________________________

________________________________________________

_______________________________________________

________________________________________________

________________________________________________

______________________________________________

____________________________________________

________________________________________________

_________________________________________________

____________________________________________

_________________________________________________

 

 

Activity 2: The effects of climate change on vegetation 

Read the following passages:

Tropical rainforests 

The tropical forests of north Queensland are highly sensitive to the range of climate changes expected in the next two to three decades. Higher rainfall favours some rainforest types (lowland, for example) while reduced rainfall increases the area suitable for woodlands and forests dominated by Eucalyptus. Highland rainforest environments, the habitat for many of the region’s endemic vertebrates, may decrease in area by 50% even with only a 1o C warming. A larger rise in average temperatures may result in the fragmentation and then disappearance of environments suitable for highland rainforest. For fauna, the evidence suggests that global warming will have severe effects on the long term survival of many species. A 1°C increase in average temperatures is predicted to decrease the bio-climatic range of endemic species by about one-third (37%). A rise of 3.5o C will reduce bioclimatic range to an average of 11% of current area, and will completely eliminate the current bioclimates occupied by 30 species of endemic vertebrates. Workshop presentations warned that there is a real possibility of at least 30 to 50 species becoming extinct this century and that most highland faunal species will disappear if average temperatures increase by 1–5°C. (CSIRO Sustainable Ecosystems, Canberra, 2003)

Coral reefs 

The natural balance between reef-building (accretion) and reef-breakdown (dissolution) normally maintains and increases the bulk volume and complex architecture of coral reefs. But currently the balance is under threat on two fronts: coral is dying apparently because of more frequent and severe heat waves that stress and bleach it, and also there are detrimental changes in sea-water chemistry caused by increasing amounts of carbon dioxide (CO2 ) in the atmosphere. Evidence suggests that with even mild warming (+2o C), tropical near-shore communities will change from coral-dominance to algal-dominance. It is likely, given this evidence, that global warming will have major impacts on biodiversity and will affect the ecosystem services currently being supplied by coral reefs (CSIRO Sustainable Ecosystems, Canberra, 2003)

Now fill in the blanks in the following fact sheet, referring back to the passages above:

 

  • The tropical forests of north Queensland are highly sensitive to the range of climate changes expected in the next ___________ to ________ decades.

  • A _______________ rise in average temperatures may result in the fragmentation and then disappearance of environments suitable for highland rainforest.

  • A ___________ increase in average temperatures is predicted to decrease the bio-climatic range of endemic species by about one-third (___________).

  • Workshop presentations warned that there is a real possibility of at least _________ to ________species becoming extinct this century and that most highland faunal species will disappear if average temperatures increase by ______–______°C.

  • Coral is dying apparently because of more frequent and severe __________waves that stress and ____________ it, and also there are detrimental changes in sea-water chemistry caused by increasing amounts of carbon dioxide (__________ ) in the atmosphere

  • It is likely, given this evidence, that _____________warming will have major impacts on ________________and will affect the ecosystem services currently being supplied by__________ __________.

 

Read the following article on Australian Bushfires in regards to climate change. 

https://www.natgeokids.com/au/discover/geography/physical-geography/what-is-a-bushfire/

Next

Watch the following tribute to the Australian Bushfires.

https://www.youtube.com/watch?v=8AnZdyOSc9M

 

Team UP! 

With a partner, discuss the following questions in relation to the video tribute;

 

How did watching the video on the Australian bushfires make you feel? 

What do you think the relevance is to the music choice behind the video?

How do you think the flora and fauna are left once the fires have been fought?

How much do you value the Australian firefighters that put themselves at risk to fight for our vegetation?

What impact do you believe climate change has on these bushfires?

Is there anything you think you can do to protect our precious land?

 

Rap it up!

To wrap up this activity you and your partner will come up with any form of song, poem or rap about one of the following;

  • Climate change 

  • Effects on Tropical rainforests

  • Effects on Coral reefs 

  • Bushfires 

 

You can use all of the provided resources in the webquest to assist you in your songwriting journey. This song should not exceed 1min lengthwise. Get creative!!

 

You are now able to access the Climate Change Contract through google drive on the classroom iPads or computers. 

https://docs.google.com/document/d/1-52QNNNe5ynGfDEFvhx8Fxqm5CJlNPasexSi3_gtDI0/edit

  • Record the positive actions that you will continue to do that reduce the effects of climate change and help the environment

  • List the negative actions that you will no longer do 

  • Suggest new actions to take their place

  • Date and sign the contract

 

Now find Miss Standen or Miss Bishop to sign as a witness to your contract.

You have now agreed to make a conscious decision to reduce your greenhouse gas emissions and reduce the effects you are having on our climate and the environment!

These contracts will now be printed and kept in the classroom.

 

Activity 3: The effects of climate change on native animals 

 

Activity 3: part 1

The Koala is one of many Australian native species affected by climate change. This video will give you some further insight into just how much effect climate has on our beautiful Koalas! Watch carefully and take note of important facts you hear from farmer Robert Frend and Dr. Valentina Mella. Following the video you will need to use the word bank below to fill in the missing words. Never fear, if you are unsure or miss any you can go back and watch as many times as you need then there will be a fun task to check your answers!

 

https://education.abc.net.au/home#!/media/3054537/koalas-and-climate-change



 

  BLINKY DRINKERS (5)    HEATWAVES(14)       WEATHER(1)               DRAUGHTS(4)        FARMERS (7)        

 

                      LAND CLEARING (18)     HEAT(5)     CLIMATE CHANGE(5)     LARGER(14)       2020(4)



 

  1. I noticed probably the _______ extremes are greater now then I have noticed in the past.

 

  1. _____ and _____ have been a problem in this area for quite some time.

 

  1. This is showing that the ________ is changing at a _______ scale now, its not only the summer.

 

  1. I would encourage other __________ to put up ____________ to get the same internal peace and satisfaction that we are receiving

 

  1. Due to ___________ and ____________ it is expected koalas will be extinct in nsw by ______.

 

Once you think you are finished it is time to check our answers! You will notice next to each word in the word bank there is a number. Put each number in a line in the order which you have put the words in the blank spots. Now you will need to find each numbers match in the alphabet, for example A=1, B=2, C=3 and so on. If you have gotten each word in the correct space you will crack the code and reveal the key word which relates to a climate issue! Good luck and have fun.

 

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ > Numbers 

 

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ > matching letter in the alphabet

 

Activity 3: part 2

 

There are a range of Australian animals affected in different ways by climate change. We have been exploring this in class over the past few weeks! In this task you will need a partner and you will need to get creative!

Firstly, with your partner decide on one animal affected by climate change you would like to closely review. If you are unsure, conduct some research to begin with, before getting into your presentation.

Once you have decided on your chosen endangered species you will be creating a presentation all about them and presenting it with your partner to the class!

Begin by collect information on your chosen animal:

We will be looking for:

  • Name

  • Where they are found

  • Diet

  • Why they have become endangered

  • Their environmental adaptations

  • A fun fact you and your partner come across! Miss Bishop and Miss Standen want to learn something new from each presentation!

 

You will then need to evaluate and analyse your findings. What have you found that is informative and helpful which you will include in the presentation!

Now for the fun part! It is up to you how you would like to present to the class. You might want to create a powerpoint, a Poster, an i movie, a song who knows, it is up to you! You may use the paper and supplies provided for creating and/or the classroom ipads to conduct your research or create your presentation. 



 

Evaluation

Students will put themselves into small groups.

Students will share their new findings with their peers. Students will be seated in a circle and will take turns to share their responses and thoughts that were gathered in the task.This discussion time will allow students to clarify key concepts and any misunderstandings found along the way.

Students may ask questions such as:

  • What area did you find most interesting during the webquest and why?
  • Has your attitude towards being sustainable changed? If so, what do you think you will do to help climate change?
  • Do you think Australia and Asia have a very different climate? If so, what do you think their vegetation and native species is like in comparison to us in Australia?
  • Is there a particular area which you would like to discover more why/why not?
  • What was an interesting fact you learnt whilst completing the webquest?

Conclusion

Extension Activity! 

  • Now Sit as a class and brainstorm ideas of ways that 3/4BS can be more sustainable and help in reducing the impact we have as a class or school  on climate change. 

  • TAKING ACTION → this might include creating veggie gardens around the school, special recycle bins, ‘clean up the playground’ day, water baths for animals in dry seasons/ environments etc. Whatever we come up with as a class, we will do our best to put it to action in order to make a difference.



At the conclusion of this quest, Miss Bishop and Miss Standen hope that you feel more advanced and aware of climate change in Australia as well as other countries, specifically China. We hope you now know more about the effects climate has on both our vegetation as well as our beautiful native animals. We hope you feel more comfortable in conducting your own research, creating presentations and using digital technologies. Most of all we hope you had fun on this quest 3/4BS!

Credits

Reference List

ABC. (2019). Koalas and Climate Change. Retrieved from: https://education.abc.net.au/home#!/media/3054537/koalas-and-climate-change 

Australian firespotter. (2020, January 5). Australian Bushfires tribute 2020. Retrieved from https://www.youtube.com/watch?v=8AnZdyOSc9M 

Civics | Climate change and the environment investigation: Tuning in. (2005, June 14). Retrieved from https://www.curriculum.edu.au/cce/cce_climate_investigation,35162.html 

CSIRO Sustainable Ecosystems, Canberra. (2003, June). Climate change impacts on biodiversity in Australia. Retrieved from https://www.environment.gov.au/system/files/resources/3f374cfd-3eaa-4c56-a2d3-92fd4bee286e/files/greenhouse.p 



National Geographic Kids. (2020, January 24). What is a bushfire?. Retrieved from https://www.natgeokids.com/au/discover/geography/physical-geography/what-is-a-bushfire/

NESA. (2015). Geography K-10 Syllabus. Retrieved from: https://learn-ap-southeast-2-prod-fleet01-xythos.s3.ap-southeast-2.amazonaws.com/5dddb28654af2/1390132?response-cache-control=private%2C%20max-age%3D21600&response-content-disposition=inline%3B%20filename%2A%3DUTF-8%27%27geography-k-10-syllabus-2015-pdf%2520%25281%2529.pdf&response-content-type=application%2Fpdf&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20200818T000000Z&X-Amz-SignedHeaders=host&X-

Union of Concerned Scientists. (2020, August). Each Country's Share of CO2 Emissions. Retrieved from: https://www.ucsusa.org/resources/each-countrys-share-co2-emissions 

Worldometer. (2020). Countries in the world by population. Retrieved from:https://www.worldometers.info/world-population/population-by-country/  



 

Teacher Page

This WebQuest has specific focus on the stage 2 geography NSW syllabus topic 'The Earths Environment'.

 

Content focus: Students explore the climate, natural vegetation and native animals of places in Australia and Asia. They examine the importance of natural vegetation and natural resources to the environment, animals and people and learn about the ways people value environments, including Aboriginal and Torres Strait Islander Peoples. Students identify sustainable practices and recognise that there are differing views on how sustainability can be achieved." 

Syllabus attached below:

https://learn-ap-southeast-2-prod-fleet01-xythos.s3.ap-southeast-2.amaz…;

 

Activity 1:

Answers to activity 1 part 1 - go through and discuss as a class.

Round 1. 2 = false - China has the highest population in the world

Round 2. 3 = false - australia does make the top 20, coming in at 16.

Round 3. 1 = false -  Summer in China is June through to august. 



 

Journal entries:

Teach should observe students along the way potentially selecting some to be read out to the class if they would like to share.

 

Activity 2: 

Passages

Teacher can give students the option to fill in the missing blanks in their books or on their student iPads.

Teacher should observe students when they form discussion groups to ensure that students are staying on topic and answering the correct questions. If necessary, teachers can form the partners if more work will be achieved.

Teachers should print copies of the 'climate change contract' for students to fill out a hard copy if easier. For students who fill it out online, teacher should print at end of lesson and keep the class pile of contracts handy and easily accessible in the classroom

 



Activity 3: 

Part 1

Play the video for the class while they have the word bank and passage infront of them allowing them to write their answer as soon as they hear it.

Once the video is finished let the students crack the code. The answer should result in this;

E     n     d   a    n    g     e     r     e    d

5    14    4   1   14    7    5    18    5     4

 

Part 2

Teacher should provide classroom ipads for the students to conduct research. Supply art supplies for those wanting to create visual presentations using craft. Other students will want to digitally present continuing the use of classroom ipads. Allow a minimum of 30 minutes for this activity. When presenting ensure other groups are quiet while others present, guide class conversation at the conclusion of each group to ensure students are intrigued.