Sunday, April 7, 2019

AT 1.1c Civics and Citizenship – Sustainability Kim McLachlan



Welcome Parents/Carers,

Do we have a future without a healthy river?

                                               News Pty. Ltd., 2018)

In the Civics and Citizenship - Sustainability unit we are investigating the management of the Murray-Darling Basin. Sustainability education develops informed action that supports more sustainable patterns of living, this requires consideration of environmental, social, cultural and economic systems and their interdependence (Australian Curriculum, Assessment and Reporting Authority, 2016).


K5 learning intention:

  • How do laws and regulations protect the environment?
  • How and why do people participate in groups to achieve shared goals?
  • How do we use resources in sustainable ways to satisfy the needs and wants of present and future generations?
View – ‘What caused the death of a million fish in Australia’s Murray-Darling Basin?’
I want the students to understand that being sustainable is essential but complex in nature. The Murray–Darling Basin Plan was developed to bring the river and flood plains back to a healthier and sustainable level, while continuing to support a complex network of people, industries and organisations with competing interests for the benefit of the Australian community” (Murray-Darling Basin Authority, 2019)     
(Marohasy, 2011)                                                   (Scoop.it!, 2019) 
                                            (Fairfax Media, 2011)
The students will be able to identify the importance of the democratic process by considering economic, environmental and social factors and different stakeholders’ point of view. Develop questions, locate and collect information from online and real-life sources, identify the purpose of that information, and present different viewpoints, evidence and possible solutions on how to respond to the mismanagement of the Murray Darling Basin.
We will research online the Murray-Darling Plan from the perspectives of the different stake holders. Talk about sustainable irrigation - visitors from Goulburn Broken Catchment Authority, which is situated in northern Victoria. The Goulburn Broken Catchment protects and manages the catchments of the Goulburn and Broken rivers and part of the Murray-Darling Basin (Goulburn Broken Catchment Management Authority, 2017). Take part in a local revegetation (Tree-planting) day on the Goulburn river and experience a field trip to local irrigators – local primary producers.
The students will be divided in four groups:
•           The River (environment)
•           Government
•           The irrigators
•           People in communities (including Aboriginal communities)
The assessment will involve each group developing their argument and to participate in the democratic process of debate. The government has the power to enforce rules, change water allocations and protect the Murray-Darling Basin for present and future generations.
                                                (NTD News, 2019)
How can you support your child’s learning?
Watch the clip and have discussions drawing from your family’s knowledge, you may have irrigators or friends and family that live along the Murray-Darling Basin. Please contact me if you are able to give a personal recount to the class.
A great water saving website designed for the home.
This unit can be confronting for some students as there are images of dead and dying animals. I am always available to address concerns and provide support.
Thank you
Kim McLachlan
Reference List


Australian Curriculum, Assessment and Reporting Authority. [ACARA] (2016, December 16). The Australian curriculum: Civics and Citizenship (Version 8.3). All year levels. Retrieved from http://www.australiancurriculum.edu.au/download/f10

Australian Curriculum, Assessment and Reporting Authority. [ACARA] (2016, December 16). Sustainability. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-priorities/sustainability/


Goulburn Broken Catchment Management Authority. (2017). Who are we & what do we do?.Retrieved from https://www.gbcma.vic.gov.au/about_us/who_we_are_what_we_do

Guardian Australia. (2019). What caused the death of a million fish in Australia’s Murray-Darling Basin? [clip]. Retrieved from https://www.youtube.com/watch?v=0gtv4G3p-Rw

Marohasy, J. (2011). Rice suits the Murray Darling Basin. [Image]. Retrieved from https://jennifermarohasy.com/2011/03/rice-suits-the-murray-darling-basin/

Murray-Darling Basin Authority. (2019). A plan for the Murray–Darling Basin. Retrieved from https://www.mdba.gov.au/basin-plan/plan-murray-darling-basin


NTD News. (2019). New fish kill in Murray-Darling Basin as emergency meeting called in Canberra. [Image] Retrieved from https://www.ntd.com/new-fish-kill-in-murray-darling-basin-triggers-emergency-meeting-called-in-canberra_276637.html

Scoop. It! (2019). Murray darling basin. [Image]. Retrieved from https://www.scoop.it/topic/murray-darling-basin-geog


  
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1 comment:

  1. Lara MunroApril 11, 2019 at 7:32 AM

    Hi Kim,

    Once again a very thorough and engaging unit. Your opening question is a great hook to spark interest in the unit. I really like how clearly your unit aligns with what sustainability education is all about. You have clearly defined what the students will be learning. HASS Inquiry and skills are naturally embedded in the activities students will complete and there are also clear links to the Australian curriculum: Civic and Citizenship as well as several General Capabilities and the Cross-curricular priority of Aboriginal and Torres strait Islander histories and cultures. This unit also has the potential to link with Asia and Australia’s engagement with Asia quite naturally. You have chosen appropriate resources for students to engage with and for parents to support at home while also encouraging students and families to do their part. This being another clear and explicit link to the civics and citizenship strand of HASS. You have been respectful in regards to acknowledging that some images may be confronting to some students.

    Something to consider: In this case or for the purpose of the unit is it considered management or mis-management? Which would depend on the stakeholders perspective. However, is this something that you might want to address?

    For further feedback, please see the word document with the review and track changes included, which was emailed to you.

    Through the activities and resources you have designed I really feel students will “understand that being sustainable is essential but complex in nature”.

    A really great and informative unit of work. Well done!!!!!

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