This Geography unit addresses concepts surrounding the sustainable use and management of natural resources.
It consists of 10 lessons of approximately 60 minutes duration.
The sequence of lessons and suggested time frames should be regarded as a guide only; teachers should pace lessons in accordance with the individual learning needs of their class.
An assessment task for monitoring student understanding of the unit objectives is included and will require an additional lesson.
This unit plan includes the following resources:
- Introduction to Natural Resources PowerPoint
- Where Do Natural Resources Come From? Worksheet
- Learning Goal Poster
- Natural Resource Use in the 21st Century PowerPoint
- PMI Chart Graphic Organiser
- Caring For Country and Place in Sustainable Ways PowerPoint
- Water Overuse Infographic Poster
- Consequence Chart Graphic Organiser
- Persuasive Texts Writing Scaffold
- Persuasive Text Planning Template (Using OREO)
- Overfishing Infographic Poster
- Deforestation Infographic Poster
- Five Senses Graphic Organiser
- Water Wastage Investigation – How Much Water is Lost to Leaks?
- Action Plan Graphic Organiser
- Waste Management Investigation – How Much Waste Do We Throw Away?
- To identify some natural resources and where they come from.
- To explore how humans use natural resources and raw materials in the present day.
- To investigate Aboriginal and Torres Strait Islander peoples' views about sustainability.
- To investigate how Aboriginal and Torres Strait Islander peoples' ways of living were adapted to the resources of their Country/Place.
- To explore the effects and potential consequences of water overuse.
- To explore the effects and potential consequences of overfishing.
- To explore the effects and potential consequences of deforestation.
- To investigate how water may be used in a more sustainable manner.
- To investigate sustainable fishing practices.
- To investigate sustainable forestry practices.
Preparing for Learning
This Geography unit provides excellent opportunities for cross-curricular integration. Look for ways to meaningfully integrate the content of the unit with other learning areas e.g. Literacy, Numeracy and History.
Prior to commencing the unit, develop a Sustainability display in the classroom. Display posters, word wall vocabulary and learning goals that the students will engage with throughout the unit to stimulate their learning. For examples of additional teaching resources to display in your classroom, browse the Sustainability topic on the Teach Starter website.
Some of the resources which accompany this unit plan will need to be prepared prior to teaching. For this reason, it is advised that teachers browse through all lessons before commencing the unit.
NSW Curriculum alignment
Examines differing perceptions about the management of places and environments
Acquires and communicates geographical information using geographical tools for inquiry
Describes and explains how significant individuals, groups and events contributed to changes in the local community over time
Describes and explains effects of British colonisation in Australia
Australian Curriculum alignment
Pose questions to investigate people, events, places and issues
Locate and collect information and data from different sources, including observations
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
Examine information to identify different points of view and distinguish facts from opinions
Interpret data and information displayed in different formats, to identify and describe distributions and simple patterns
Draw simple conclusions based on analysis of information and data
Interact with others with respect to share points of view
Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions
Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms
The nature of contact between Aboriginal and Torres Strait Islander Peoples and others, for example, the Macassans and the Europeans, and the effects of these interactions on, for example, people and environments
The custodial responsibility Aboriginal and Torres Strait Islander Peoples have for Country/Place, and how this influences views about sustainability
The use and management of natural resources and waste, and the different views on how to do this sustainably