Environment

= **ENVIRONMMENT- YEAR 5-6 TERM 2, 2012** = //What key questions will the students consider throughout this unit?//
 * **Focus Questions:**
 * How can we improve our school environment?
 * How do environments differ?
 * What is the purpose of conservation?
 * What is sustainability and what difference can I make?
 * What are endangered species?
 * What are conservation parks? || **UNDERSTANDINGS:**
 * All people can have a say and take action to improve the environment.
 * By acting locally we are contributing to an improved global environment.
 * It is necessary to understand how a particular environment functions before problems, their causes and solutions can be considered.
 * The actions people take can be varied – from direct action at the site, to increasing public awareness, and seeking the cooperation of other agencies and organizations.
 * All living things depend on resources for survival.
 * There are various reasons why animals become endangered and extinct. These include habitat loss, hunting and destruction by feral animals.
 * Living things have a structure and function essential to their survival. ||

==== · [|Girls guiding the way to restoring local parks]====
 * Week || WALT || Activities ||
 * 1 || understand and map the local school environment through ICT || * Mapping the school and taking photographs of one particular area to then continue to observe throughout the term.This is to occur through regular photographs, observations and measurements.
 * [] ||
 * 2 || understand and map the local school environment through ICT || * Complete mapping of school environment
 * [] ||
 * 3 || understand and map the local town environment || * Town
 * Conservation of old buildings - Station.
 * Walk to Station and observe and sketch the changing environment due to the construction of the community precinct. (Further this in Literacy in a form of an exposition)
 * [] ||
 * 4 || understand and map the local natural environment || * Box Iron Bark Forest
 * Walk into Box Iron Bark Forest - Each student to take one photograph of something impacting upon the Box Iron Bark Forest. - This to be a one page electronic document where the student places a caption on their photograph in relation to the impact upon that area.
 * PADDY’S RANGES- []

====[|parkweb.vic.gov.au/about-us/news/girls-guiding-the-way-to-restoring-local-parks]==== · Paddys ** Ranges ** State Park - Paddys - [|parkweb.vic.gov.au/explore/parks/paddys-ranges-state-park] · Paddys [|Ranges]State Park Management plan...[|parkweb.vic.gov.au/__data/assets/pdf_file/0006/313368/Paddys-Ranges-State-Park-Management-Plan.pdf] || 17th May || investigate the life cycle, habitat, diet and threats to the Mallee fowl of Little Desert || * Mallee Fowl - Conservation
 * 5 || understand the Mallee eco-system of Little Desert, its flora, fauna and the threats it faces || * What do I know about deserts?
 * // Mapping // - climatic zones. //Our local habitats//- flora and fauna, student knowledge and experiences.
 * // Definitions // of : Deserts, Habitat, Environment, Ecosystems.
 * // Location // of Little Desert
 * Caught in a web. //Food chains//.
 * // Preparing for camp //.
 * // Systems in plants and animals // in conjunction with endangered species, //National Parks.//
 * THE MALLEE- []
 * LITTLE DESERT NATIONAL PARK- []
 * LITTLE DESERT NATURE LODGE- []
 * ENDANGERED SPECIES- [|http://environment.gov.au/cgi-bin/sprat/public/publicthreatenedlist.pl?wanted=fauna#birds_endangered]
 * ENDANGERED SPECIES IN LITTLE DESERT- []
 * FLORA OF LITTLE DESERT- [] ||
 * 6
 * Concept mapping of the convservation put in place to preserve the Little Desert area and the Mallee Fowl
 * THE MALLEE FOWL- []
 * Malleefowl Preservation Group- [] ||
 * 7 || understand the Mallee eco-system of Little Desert, its flora, fauna and the threats it faces || * LITTLE DESERT NATIONAL PARK- []
 * LITTLE DESERT NATURE LODGE- [] ||
 * 8 || understand what global warming is and how we can personally reduce our impact || * Global Warming- []
 * GLOBAL WARMING- []
 * ENERGY HOG- []
 * CLEAN AIR- []
 * POWER GAME- []
 * CLIMATE CHANGE- PLANET PROTECTORS- []
 * RE-CYLCLING GAME- []
 * TRASH TROOPERS- THE MALLEE- []
 * THE GREAT GARBAGE CAPERS- []
 * YARD SALE- [] ||
 * 9 || understand what global warming is and how we can personally reduce our impact || * After reading global warming information in literacy model a exposition piece using the information the students have read during the week. ||
 * 10 || finish what we have started || * COMPLETEING ||