The perceptions of different groups about the issue

Learning Activities

Outcomes and Indicators

Visit a variety of websites (or print them out for class use) and allow students time to read and make some comments on a table about that group's perception of the issue of air quality. Other sources of information such as journals and public documents can also be used. Websites to visit include:

• acfonline.org.au (Australian Conservation Foundation climate campaign)
• www.greenpeace.org.au (in particular Greenpeace's climate change campaign)
• www.epa.nsw.gov.au:
  • www.epa.nsw.gov.au/soe/soe2003/chapter3 - (State of the Environment: Chapter 3 Atmosphere
  • www.epa.nsw.gov.au/esdsmoky (smoky vehicles)
  • www.epa.nsw.gov.au/air/actionforair  (Action for Air – the NSW Government's 25-year Air Quality Management Plan)
  • www.epa.nsw.gov.au/airqual/aqupd.asp (daily air quality-regional pollution index)
  • www.epa.nsw.gov.au/air/toxics.htm (toxic air pollutants)

• http://www.livingthing.net.au/WYKD_h5.htm (our environment - it's a living thing: "leave the car at home")

• www.rta.nsw.gov.au (the RTA conducts air monitoring of some freeways and road tunnel emissions, eg the M5 East stacks)
• www.environment.gov.au/atmosphere (Department of Environment and Water Resources - the Commonwealth Government department for the environment)
• www.greenhouse.gov.au (Australian Greenhouse Office)
• foe.org.au (Friends of the Earth also have a climate campaign) 

For an industry perspective see:

• www.bp.com (in particular air emissions: http://www.bp.com/sectiongenericarticle.do?categoryId=64&contentId=2000232)

A few examples of climate change sceptics:

• www.lavoisier.com.au (The Lavoisier Group)

5.1 Identifies, gathers and evaluates geographical information

5.2 Analyses, organises and synthesises geographical information

5.6 Analyses the impact of different perspectives on geographical issues at local, national and global scales

• Demonstrates the ability to identify, evaluate and gather appropriate information off the internet to illustrate the perceptions of different groups about air pollution at the local, national and global scales
• Consolidates information appropriately in a table

Assignment

(This task could be carried out as an assignment for assessment purposes)

As a class/group develop a survey about air quality issues including car use, cigarette smoke, the enhanced greenhouse effect, and pollutant gases in the home. Distribute this to Year 7 in your school. Compile the results and organise to go back to each of the Year 7 classes that took part. Present the results, as well as a small 'awareness talk', on the issue of air quality that affects us all.

5.1 Identifies, gathers and evaluates geographical information

5.2 Analyses, organises and synthesises geographical information

5.6 Analyses the impact of different perspectives on geographical issues at a local scale

5.8 Accounts for differences within and between Australian communities

• Develops a survey for Year 7 students in their school, gives surveys to students and processes and analyses data to produce results

5.3 Selects and uses appropriate written, oral and graphic forms to communicate geographical information

5.5 Explains the geographical processes that form and transform Australian environments

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

• Returns to Year 7 classes and communicates the results using graphical and oral delivery, as well as giving a brief 'awareness talk' on the issue of air quality