The consequences of these processes

Learning Activities

Outcomes and Indicators

Look back at the students' table of decision-making processes and view the consequences of the decision-making at each level.

Start by getting students to evaluate the consequences of their own decision-making and move through the levels of government.

Consequences might include improved air quality, air quality monitoring (e.g. the M5 East stacks), enforcement including prosecutions, removal of products or the right to do something (e.g. the removal of CFC propellants) and education programs (such as this one) etc.

Try to find examples that demonstrate a positive impact of the decision-making processes.

5.1 Identifies, gathers and evaluates geographical information

• Students able to think through their own decisions and those of others and propose consequences

5.2 Analyses, organises and synthesises geographical information

• Students able to bring all the information together to produce positive and negative consequences

5.8 Accounts for differences within and between Australian communities

• Students able to distinguish between people suffering from negative consequences and those receiving positive consequences

5.9 Applies geographical knowledge, understanding and skills to demonstrate active and informed citizenship

• Students able to vocalise the need for them to change or continue some of their habits in relation to air quality.