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DROUGHT: A Geographical Inquiry The importance of environments, including…

- - - - Pose questions to investigate people, events, places and issues (ACHASSI073 - Scootle )
    - - Drama activity: students take roles of Aussie farmers, city dwellers and politicians. Discuss in character the drought problem. Present possible solutions.
        
        Interact with others with respect to share points of view (ACHASSI080 - Scootle )
      - Investigation into current drought assistance (what can we do to help?)
        
        Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI082 - Scootle )
        
        Donations, grow your own food, support local farmers, etc.
    - - Ask students what will happen if we can't grow food or raise animals. Class discussion.
        
        Homework: Talk to parents about cost of groceries, go to shop with them. Make observation on food cost and quality. What does it mean?
        
        Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions (ACHASSI081 - Scootle )
  - - - Record, sort and represent data and the location of places and their characteristics in different formats, including simple graphs, tables and maps, using discipline-appropriate conventions (ACHASSI075 - Scootle )
  - - - Investigating how knowledge and practices shared among Aboriginal and Torres Strait Islander Peoples are linked to sustainable use of resources and environments (such as rotational use and harvesting of resources, mutton-bird harvesting in Tasmania, the use of fire, and the collection of bush food from semi-arid rangelands)
- - - - Measure the growth and graph its progress.
        
        Students solve problems in authentic contexts that involve collecting, recording, displaying, comparing and evaluating the effectiveness of data displays of various types (ACARA)
        
        Students apply technical knowledge and skills to efficiently and securely manage and maintain digital data (ACARA)
    - - What do those things need to grow and survive?
        
        Present the concept of ecosystems and food chains, students draw their own simple one.
        
        I.E Sunlight, water, soil, plants, animals, humans #
  - - - BTN Video activity
  - - - Compare / contrast Asian environments / farming practises
      - Compare / contrast drought and non drought stricken Australian land
- - - - Investigate using rainfall maps and informative reports on previous Aussie droughts
        
        Use symmetry, shapes and angles to solve problems in authentic contexts and interpret maps and diagrams, using scales, legends and directional language to identify and describe routes and locations (ACARA)
    - - Soil desertification and deforestation, we cannot retain moisture in environment
        
        Exploring how some natural resources are used and managed in sustainable and non-sustainable ways (ACARA)
    - - Plan, draft and publish informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694 - Scootle )
  - - - What are some of the effects? Students note take and discuss.
      - How does it make you feel? Discuss perspectives and empathy.
    - - Where was it grown? Pay careful attention to food from NSW (will be tabbed drought affected!)
      - "Locate, generate and access data and information" (ACARA ICT) concerning price of produce from 10 years ago.
      - Students count, estimate, measure, sequence and organise numerical data and information for analysis about the past, present and future (ACARA Numeracy
    - - Make predictions on what will happen
- - - - Mini poster creation activity
  - - - Investigating where a particular renewable natural resource comes from, how it is used and sustainable management strategies (ACARA HASS)
        
        Watch science video on the water cycle
        
        Can be used sustainably as long as the natural process of the water cycle is respected
        
        Is unsustainable when water stores are depleted and polluted
  - - - Reduce, reuse, recycle
        
        Rainwater tanks, using shower water to water plants etc.