Look at a Google Earth view of the Glenelg / West Beach area.

Do you think it is a well managed urban environment?

What criteria have you judged this on?

Give examples.

https://drive.google.com/file/d/0BwI40q9JkS7TX241NThTT043dlE/view?usp=sharing

WORK TO DO

Read about either the Patawalonga or Glenelg Beach from the links below.

What is the purpose of the Patawalonga River in dealing with human settlement around it?

How is Glenelg Beach being managed in order to cope with the impacts from both sea and human development?

‘The Pat’
https://www.waterconnect.sa.gov.au/Systems/PatawalongaLakeSystem/SitePages/Home.aspx
https://www.waterconnect.sa.gov.au/Systems/PatawalongaLakeSystem/SitePages/Home.aspx

Glenelg Beach
http://www.environment.sa.gov.au/files/sharedassets/public/coasts/coastline35.pdf

Review Homework (Pearson 6.1), particularly Venn Diagram.
Talk through Q 6 (Analysis of Manila satellite photos) & 7 (stream flow rate)

Biodiversity loss in urban environments (Pearson 6.2)
– expansion
– introduced species
– pollution
– toxic discharge (chemicals, including pesticides)
– bacterial contamination (leaking sewers etc)
– nutrient build-up (‘eutrophication’ is the excess of nutrients (nitrogen/phosporus) which stimulates abnormal algal and plant growth)

Carbon Cycle (see p. 181 of Pearson 6.2)

Having identified issues above with biodiversity loss, suggest possible strategies to overcome 3-4 of the current impacts and to lessen these impacts in the future.

You might set up a table with four columns:

Biodiversity Loss Issue – Strategy – Benefits – Possible negative consequences

How does the environment change in urban areas? Glad you asked!

1. Read this
2. Answer Questions 1, 2, 3 (Knowledge)
3. Complete 5 a & b (Venn Diagram – Analysing)

Have you submitted your ‘Open Book Task’ via Turnitin and in print to Mr Toohey?

What is an ‘urban’ area?

What are some geographical features of an urban area?
– natural
– built

What is ‘urbanisation’?

Following such brilliant environmental ideas such as introducing the cane toad to Queensland, we have come to develop a better understanding of the environment as a ‘system’ rather than just trying to tackle individual parts. Out of this ‘systems thinking’ came the DPSIR Framework.

Drivers, Pressures, State, Impacts, Response

Read some further information on the DPSIR Framework here

[Discussion]

Now, individually think through this information by following this schema (and write it down so I can see that you are thinking!):

• Identify a CLAIM made by the DPSIR framework.
• SUPPORT this claim with evidence, perhaps an example that you can think of or can find.
• QUESTION what you do not understand, what you need further clarification on, where you can think of an example where the DPSIR framework does not fit or apply.

Have fun next week! Remember about the in class task on Tuesday, Week 6…

This will be a self-directed lesson where you can investigate an issue or issues of interest from the list below:

Aboriginal & Torres Strait Islander Environmental Management

Habitat Loss

Environmental Worldviews

Human Well Being

Each of these headings is also a link to pages from the Pearson Year 10 Geo textbook, however you should use this as a basis only. Read this first, then look for two other sources.

In your books, you should outline the issue by addressing:
 – what is the problem?
 – how did the problem come about?
 – what are some solutions being proposed and implemented?
 – how successful have these been?
 * Finally, what were the two sources you used? How useful were they? (Refer to the ‘Origin and Purpose’ of the sources, and highlight aspects of value and any limitations)

And a heads up:
There will be an in-class task on Tuesday of Week 6 on Environmental Change and Management. There are a number of questions to complete in an “open book” format. Make sure you have your laptop and it is fully charged!

Discuss ‘Exploited Oceans’

• Show drawing
• Explain stakeholder
• Explore perspective

Please read all instructions and then complete the following in your exercise books:

1. Draw all of those (at least 10) who have an interest/stake in the ocean (ie stakeholders), showing their relationship with the water. (You will need to draw land and ocean; maybe across 2 pages of book)
   Number each stakeholder as you draw them (ie first thing drawn is labelled ‘1’, second stakeholder drawn is 2 etc)
   (Consider stakeholders who are: human or not; in the ocean, but also on or above the ocean, or on land. Industries? Environmental benefits? There is more than just fish in the sea …
2. Take the perspective of one of the stakeholders you have drawn and think of the implications of ‘exploited oceans’ from that perspective using the following framework:I am thinking of: ‘exploited oceans’
   From the point of view of … [a particular stakeholder]
   As that stakeholder, I think … [you should think of a few points – 150-200 words]
   As that stakeholder, a question I have from this viewpoint is …
3. You then need to have a decent guess (or research) the answer to the question you have asked.

Present / talk about some of the environmental projects from either earth- or human-centred paradigm. What were similarities?

‘Home’

Watch ‘Home’ (https://www.youtube.com/watch?v=jqxENMKaeCU)

CONNECT: How are the ideas and information presented CONNECTED to what you already knew?

EXTEND: What new ideas did you get that EXTENDED or pushed your thinking in new directions?

CHALLENGE: What is still CHALLENGING or confusing for you to get your mind around? What questions, wonderings or puzzles do you now have?

Continue work on the task from Tuesday:

Research one controversial environmental project in Australia. Present only the point of view which the NEP suggests you hold. (200-300 words)

Can you find any flaws in this argument? (Which number/s from the paradigm might this correlate to?) (100-200 words)

So, your first paragraph is ONLY from your dominant paradigm (Human or Earth thinking). Your second paragraph uses ideas from the other frame of thinking to show your understanding and ability to think from differing perspectives.)