Secondary Curriculum 1 102087

Geography
1714.1 Master of Teaching (Secondary)

Assignment 2
Stage 5
Environmental change and Management

Student Number: 17715397

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Subject:
Unit title: Geography
Key Concepts/ Big Ideas
• How do environments function?
• How do people’s worldviews affect their attitudes
to and use of environments?
• What are the causes and consequences of change in
environments and how can this change be managed?
• Why is an understanding of environmental
processes and interconnections essential for
sustainable management of environments?
Unit context within Scope and Sequence/Purpose
Environments- Role of the environment
Environmental change- use three examples from a
Local, State and
Environmental management- this area can be
connected to Environmental change with the changes
displayed a further in-depth look at the management
Investigative study- this topic is an excellent point to
start a geographical inquiry. With the two
environments summing up previous knowledge
17715397
UNIT OUTLINE
Course: Number of Weeks
Environmental change and 10
management.
The importance of this learning
 Students develop an understanding of the functioning of environments and the
scale of human-induced environmental change challenging sustainability. They
explore worldviews influencing approaches to environmental use and management.
Students undertake an investigative study of the causes and consequences of
environmental change in an environment in Australia and another country. They
compare and evaluate the management responses in both countries and propose
ways individuals can contribute to environmental sustainability.
Syllabus Outcomes
GE5-2 explains processes and influences that form and transform places and environments
GE5-3 analyses the effect of interactions and connections between people, places and
environments
GE5-5 assesses management strategies for places and environments for their sustainability
GE5-7 acquires and processes geographical information by selecting and using appropriate and
relevant geographical tools for inquiry
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Literacy Focus
Students develop literacy
skills as they use language to
ask distinctively geographical
questions. They plan a
geographical inquiry, acquire
and process information,
communicate their findings,
reflect on their inquiry and
respond to what they have
learned. Students
progressively learn to use
Geography’s scientific and
expressive modes of writing
and the vocabulary of the
discipline. They learn to
comprehend and compose
graphical and visual texts
through working with maps,
visual representations and
remotely sensed and
satellite images.
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Numeracy Focus
Students develop numeracy
capability as they investigate
concepts fundamental to
Geography, including the
effects of location and
distance, spatial distributions
and the organisation and
management of space within
places. They apply numeracy
skills in geographical analysis
by counting and measuring,
constructing and
interpreting tables and
graphs, calculating and
interpreting statistics and
using statistical analysis to
test relationships between
variables. In constructing
and interpreting maps,
students work with
numerical concepts of scale,
distance and area.
ICT Focus Differentiation
Students develop ICT GELS- 2: demonstrates an understanding that places and
capability by maximising use environments change
of the technologies available
to them, adapting as
technologies evolve and GELS-4: recognises perspectives of people and organisations
limiting the risks to on a range of geographical issues
themselves and others in a
digital environment.
Students locate, select, GELS-5: explores management of places and environments
evaluate, communicate and
share geographical
information using digital and GELS-7: collects and uses geographical information for
spatial technologies. They inquiry
explore the effects of
technologies on places, on
the location of economic
activities and on people’s
lives and understand the
geographical changes
produced by the increasing
use of technology.
Page 3
Week/ Syllabus Content Outcomes Teaching and Learning Resources
Sequence Strategies including
assessment for learning.
1 GE5-2 Engagement survey Appendix- Engagement Survey.
Environments
GE5-3 5 Quick Questions -Five Questions on the lesson to see what was retained.
investigate the role and importance GE5-5
Class brainstorming -mind mapping ‘Environmental change and management’ with use of sub
of natural environments, for Life Skills sections from the Digital Artefact. Appendix-Mind Map 1.
example: GELS- 2 https://bubbl.us/07751645455225141
GELS- 4
identification of the function of
GELS- 5 Student centred Student centred discussion on why is the environment important.
natural environments in
GELS- 7
supporting life eg maintaining
PowerPoint slides/ online -A PowerPoint slides/ online activity on biodiversity: protecting the
biodiversity
activity Environment. Page 14 covers how to improve a gardens biodiversity and the
positive effects a diverse environment has. Source 1

Class discussion -Class discussion on the function of natural environments in supporting life.

2 GE5-2 Engagement survey Appendix- Engagement Survey.

Environments
GE5-3 5 Quick Questions -Five Questions on the lesson to see what was retained.
investigate the role and importance GE5-5
Individual work -Individual work on Pest/introduced flora/ flora and the issues that arise from
of natural environments, for Life Skills introduced species on the first environment.
example: GELS- 2 http://www.environment.gov.au/biodiversity/invasive/weeds/weeds/why/ind
GELS- 4 ex.html
identification of the function of
GELS- 5
natural environments in
GELS- 7 Think Share Pair - Think Share Pair activity on sustainable soil and the effects on biodiversity
supporting life eg maintaining
Biodiversity: protecting the Environment. Page 3-4. Source 2
biodiversity
Video -American dust bowl video shows the effects on changing the natural
environments.
http://www.pbs.org/kenburns/dustbowl/

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3 GE5-2
Environmental change
Local
investigate human-induced
environmental changes across a
range of scales, for example:
(ACHGK070)
brief examination of types, and
extent, of environmental change
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class discussion -A class discussion to follow up on the ecological impact of the dust bowl.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4015056/
Class discussion on research -Class discussion/task on what plant/s to plant at the school. For this task the
task students need to examine the following and form questions to answer:
Climate/ environment
School needs and conditions of the area to be planed
Animals that could use this tree/ local biodiversity
Ongoing needs of the plant/s
Life span/growth
Pros and cons
Engagement survey Appendix- Engagement Survey.
GE5-3 5 Quick Questions -Five Questions on the lesson to see what was retained.
GE5-5
Research task -Research task on what tree to plant at school. The students are to research a
Life Skills tree and create a report to present to the principal on a type of tree to plant
GELS- 2 at the school.
GELS- 4
GELS- 5 Map reading and source -Map of Oran park (source 4) from 2010 and 2016. This shows human change
GELS- 7 analysis in land scape and environment.
http://www.dailytelegraph.com.au/news/nsw/oran-park-from-above-how-
the-home-of-motorsport-became-sydneys-biggest-growth-area/news-
story/26f595f8c0a29eaf3a027434b2ab0964
Field Trip and Field Work Local- Oran park Field Trip
To examine the changing environment and how humans have changed the
environment.
Student directed Class/ -ICT Application on stainability allows for the students to use their own
Bring Your own device and technology to work on different views of stainability. This resource will be
Student directed Class used with multiple examples.
https://play.google.com/store/apps/details?id=com.itc.pocallindia&hl=en
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4 GE5-2
Environmental change
State
investigate human-induced
environmental changes across a
range of scales, for example:
(ACHGK070)
brief examination of types, and
extent, of environmental change
5 GE5-2
Environmental change
Other
nation investigate human-induced
environmental changes across a
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Student centred -research on one environmental change and the scale of the chosen area.
Engagement survey Appendix- Engagement Survey.
GE5-3 5 Quick Questions -Five Questions on the lesson to see what was retained.
GE5-5
Class discussion and ICT -Murray river article that covers states working together for environmental
Life Skills webpage research sustainability and human-induced change on a large scale.
GELS- 2 https://www.environment.sa.gov.au/managing-natural-resources/river-
GELS- 4 murray
GELS- 5
GELS- 7
Bring Your own device and -ICT APP on stainability allows for the students to use their own technology to
Student directed Class work on different views of stainability in relation to water use.
In support of the research https://play.google.com/store/apps/details?id=com.itc.pocallindia&hl=en
Video and class discussion - Video and class discussion on the effect of artificially changing the fluxuation
of the river from energy production.
http://splash.abc.net.au/home#!/media/525555/
Individual work - Individual work on water issues in the Murray river and the solution that
multiple states agreed on can up with.
http://www.aph.gov.au/About_Parliament/Parliam
entary_Departments/Parliamentary_Library/pubs/BriefingBook43p/murrayda
rlingissues
Engagement survey Appendix- Engagement Survey.
GE5-3 5 Quick Questions -Five Questions on the lesson to see what was retained.
GE5-5
Source analysis - Source analysis on Indonesia’s palm oil production and the deforestation in
Life Skills response to increased need.
Page 6
 range of scales, for example:
(ACHGK070)
brief examination of types, and
extent, of environmental change
6 GE5-2
Environmental management
Torres
Strait investigate environmental
Islander management, including different
Peoples worldviews and the management
approaches of Aboriginal and
Torres Strait Islander Peoples, for
example: (ACHGK071, ACHGK072
discussion of varying
environmental management
approaches and perspectives
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GELS- 2 http://www.theicct.org/sites/default/files/publications/Indonesia-palm-oil-
GELS- 4 expansion_ICCT_july2016.pdf
GELS- 5
GELS- 7 Class discussion - Why did the palm oil industry gain attention and how did this attention
affect the industry.
Think Share Pair -Think Share Pair on forest fires with possible ties to palm oil owners and the
effect environmental management has.
https://www.theguardian.com/sustainable-business/2015/nov/11/indonesia-
forest-fires-explained-haze-palm-oil-timber-burning
Student directed - Student directed investigation with earthshot that allows for the students to
investigation pick the area they wish to examine environmental change.
https://earthshots.usgs.gov/earthshots/#ad-image-0
Engagement survey Appendix- Engagement Survey.
GE5-3 5 Quick Questions -Five Questions on the lesson to see what was retained.
GE5-5
ICT investigation source - ICT investigation source about Indigenous perspective on sustainability and
Life Skills followed by Think Share Pair environmental management.
GELS- 2 http://splash.abc.net.au/home#!/media/525907/
GELS- 4 https://www.environment.gov.au/indigenous/index.html
GELS- 5
GELS- 7 Field work -Field trip
RFS and Aboriginal and Torres Strait Islander elder talk about fire management
approaches.
Class discussion on field trip -How have the views of fire management changed through time.
Class discussion - Class discussion on fires effect on Australia flora and how this has occurred.
https://www.britannica.com/list/5-amazing-adaptations-of-pyrophytic-plants
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7 GE5-2
Environmental management
Australia
investigate environmental
management, including different
worldviews and the management
approaches of Aboriginal and
Torres Strait Islander Peoples, for
example: (ACHGK071, ACHGK072
discussion of varying
environmental management
approaches and perspectives
8 GE5-2
Environmental management
investigate environmental
management, including different
worldviews and the management
approaches of Aboriginal and
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Engagement survey Appendix- Engagement Survey.
GE5-3 5 Quick Questions -Five Questions on the lesson to see what was retained.
GE5-5
Class reading -Class reading the Australian (EPBC Act). This source show the management
Life Skills view of Australia with its main piece of legislation for environment legislation.
GELS- 2 Source 3
GELS- 4 http://www.environment.gov.au/epbc/about
GELS- 5
GELS- 7 Open discussion - Open discussion on pit mines and there ecology problems and new methods
for the closure of the mines.
https://www.australianmining.com.au/features/open-discussion-on-open-
pits/
Think Share Pair -Think Share Pair activity about Singapore environmental protection and
management act. This shows the important environmental factors for
Singapore. Students are to find the most important parts of the of the act and
discuss.
http://statutes.agc.gov.sg/aol/search/display/view.w3p;page=0;query=DocId
%3A%227cc1971c-6237-4f5a-a75c-
dd378fc80179%22%20Status%3Ainforce%20Depth%3A0;rec=0
Think Share Pair -Class discussion on how different approaches have created positive and
negative consequences. The students are to examine the different approaches
previously discussed and how different views have changed the approach
taken to the issues.
Engagement survey Appendix- Engagement Survey.
GE5-3 5 Quick Questions -Five Questions on the lesson to see what was retained.
GE5-5
Class research on -Class research using earthshot allowing for the students to pick the area they
Life Skills environmental changes and wish to examine environmental management.
GELS- 2 different worldviews. The students pick two places and research the environmental changes
Page 8
 Torres Strait Islander Peoples, for
example: (ACHGK071, ACHGK072
discussion of varying
environmental management
approaches and perspectives
9 GE5-2
Investigative study
Select ONE type of environment in
Australia as the context for a
comparative study with at least
ONE other country.
investigate the biophysical
processes essential to the
functioning of the selected
environment
investigate the causes, extent and
consequences of the
environmental change
investigate the management of
the environmental change,
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GELS- 4 occurring in these areas.
GELS- 5 https://earthshots.usgs.gov/earthshots/#ad-image-0
GELS- 7
Student direction -Student self-study on one of the chosen area from earchshot. The students
need to find the issue and write a short explanation on the issue and one
management solution.
Video and class discussion -One mandatory place is Honduran shrimp farming and the environmental
changes occurring for profit and different worldviews using a video stimulus.
https://www.youtube.com/watch?v=2PHo9BKHXxY
Student direction -Two other places that the students have chosen to research on
environmental management and world views.
Engagement survey Appendix- Engagement Survey.
GE5-3 5 Quick Questions -Five Questions on the lesson to see what was retained.
GE5-5
GE5-7 Student centred Start to create a Geographical Inquiry and develop the questions to start.
Geographical Inquiry Mind Map 2
Life Skills Method for presentation in any form the students desire
GELS- 2 For example – posters and speech, power point presentation, multimedia
GELS- 4 presentation, speech.
GELS- 5 Library time/ Bring your own devices.
GELS- 7
Group geographical research task.
American Dust bowl.
Australian bush land.
Question development.
Page 9
10 GE5-2 Engagement survey Appendix- Engagement Survey.
Investigative study
GE5-3 5 Quick Questions -Five Questions on the lesson to see what was retained.
Select ONE type of environment in GE5-5
Australia as the context for a GE5-7 Student centred Research for the students questions and refine their group’s questions.
Geographical Inquiry Library time/ Bring your own devices.
comparative study with at least
Life Skills
ONE other country. GELS- 2
GELS- 4
investigate the biophysical GELS- 5
processes essential to the GELS- 7
functioning of the selected
environment

investigate the causes, extent and

consequences of the
environmental change

investigate the management of

the environmental change,
Assessment Details Outcomes
A geographical inquiry on the investigative study of the GE5-2 explains processes and influences that form and transform places and environments.
syllabus.
ONE type of environment in Australia as the context for a
comparative study with at least ONE other country. GE5-3 analyses the effect of interactions and connections between people, places and environments.
With each section of the rest being separate sections of the
research task.
The presentation is in any form the students wish along with GE5-5 assesses management strategies for places and environments for their sustainability.
the four to six minutes presentation.

GE5-7 acquires and processes geographical information by selecting and using appropriate and relevant
geographical tools for inquiry.

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Evaluation of the Learning and Teaching

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 Appendix

Mind map 1

Bubbl.us. Retrieved from https://bubbl.us/07751645455225141

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 Mind map 2

Bubbl.us. Retrieved from https://bubbl.us/04143550450923809

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Source 1

1. Go to backyards4wildlife.com.au/index.php?page=interactive-kids-game and click on

‘Build a Garden’.

2. Follow the instructions to improve the garden so that it has greater biodiversity.

3. List the organisms you were able to provide a habitat for, and which garden feature

provided a place for them to live

Page 14 covers how to improve a gardens biodiversity and the positive effects a diverse

environment has.

Lewis, Jane. Parker, Sally. (2014). Biodiversity: protecting the Environment. Reflection

Media. P. 14.

Source 2

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Lewis, Jane. Parker, Sally. (2014). Biodiversity: protecting the Environment. Reflection

Media. pp. 3-4.

Source 3

Objectives of the EPBC Act

The objectives of the EPBC Act are to:

 provide for the protection of the environment, especially matters of national

environmental significance

 conserve Australian biodiversity

 provide a streamlined national environmental assessment and approvals process

 enhance the protection and management of important natural and cultural places

 control the international movement of plants and animals (wildlife), wildlife

specimens and products made or derived from wildlife

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  promote ecologically sustainable development through the conservation and

ecologically sustainable use of natural resources

 recognise the role of Indigenous people in the conservation and ecologically

sustainable use of Australia's biodiversity

 promote the use of Indigenous peoples' knowledge of biodiversity with the

involvement of, and in cooperation with, the owners of the knowledge.

New matter of national environmental significance - water trigger

Amendments to the EPBC Act became law on 22 June 2013, making water resources a matter

of national environmental significance, in relation to coal seam gas and large coal mining

development.

All EPBC web materials are currently being updated in relation to the new matter of national

environmental significance. Any proponent making a referral should consider all matters

protected under the Act and seek further information from the department if required.

The nine matters of national environmental significance (MNES) are:

 world heritage properties

 national heritage places

 wetlands of international importance (often called 'Ramsar' wetlands after the

international treaty under which such wetlands are listed)

 nationally threatened species and ecological communities

 migratory species

 Commonwealth marine areas

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  the Great Barrier Reef Marine Park

 nuclear actions (including uranium mining)

 a water resource, in relation to coal seam gas development and large coal mining

development.

Department of the Environment and Energy. (2000). About the EPBC Act. Retrieved from

http://www.environment.gov.au/epbc/about.

Source 4

BUTSON, TYRON. (2016, April 20). ORAN PARK FROM ABOVE: HOW THE HOME

OF MOTORSPORT BECAME SYDNEY’S BIGGEST GROWTH AREA. The Daily

Telegraph. Retrieved from http://www.dailytelegraph.com.au/news/nsw/oran-park-

from-above-how-the-home-of-motorsport-became-sydneys-biggest-growth-

area/news-story/26f595f8c0a29eaf3a027434b2ab0964.

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A. McLeman, Robert. Dupre, Juliette. Ford, Lea Berrang. Ford, James. Gajewski, Konrad,

Marchildon, Gregory. (2014). What we learned from the Dust Bowl: lessons in

science, policy, and adaptation. Population and Environment. 35(5), 417-440. doi

:10.1007/s11111-013-0190-z Retrieved from

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4015056/.

BBC. (2011). shrimp farming in Honduras - part 1. Retrieved from

https://www.youtube.com/watch?v=2PHo9BKHXxY.

Balch, Oliver. (2015). Indonesia's forest fires: everything you need to know. The Guardian.

Retrieved from https://www.theguardian.com/sustainable-

business/2015/nov/11/indonesia-forest-fires-explained-haze-palm-oil-timber-burning.

Department of Environment. (2013). Indigenous Australians Caring for Country. Retrieved

from https://www.environment.gov.au/indigenous/index.html.

Department of the Environment and Energy. (2017). Weeds in Australia. Retrieved from

http://www.environment.gov.au/biodiversity/invasive/weeds/index.html.

Department of the Environment and Energy. (2017). Why are weeds a problem?. Retrieved

from

http://www.environment.gov.au/biodiversity/invasive/weeds/weeds/why/index.html.

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Department of Environment water and Natural Resources. (2017). River Murry. Retrieved

From https://www.environment.sa.gov.au/managing-natural-resources/river-murray.

ITC Ltd. (2016). ITC Sustainability. Mobile Application. Retrieved from

https://play.google.com/store/apps/details?id=com.itc.pocallindia&hl=en.

Ken Burns. (2012). The Dust Bowl. PBS. Retrieved from

http://www.pbs.org/kenburns/dustbowl/.

Latimer, Cole, (2011). Open discussion on open pits. Australian Mining. Retrieved from

https://www.australianmining.com.au/features/open-discussion-on-open-pits/.

Melissa Petruzzello. (2017). Playing with Wildfire: 5 Amazing Adaptations of Pyrophytic

Plants. Encyclopædia Britannica. Retrieved from https://www.britannica.com/list/5-

amazing-adaptations-of-pyrophytic-plants.

Parliament of Australia. (2010). Murray-Darling Basin water issues. Science, Technology,

Environment and Resources Section. Retrieved from

http://www.aph.gov.au/About_Parliament/Parliamentary_Departments/Parliamentary

_Library/pubs/BriefingBook43p/murraydarlingissues.

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Petrenko, Chelsea. Paltseva, Julia. Searle, Stephanie. (2016). ECOLOGICAL IMPACTS OF

PALM OIL EXPANSION IN INDONESIA. The International Council of Clean

Transport. Retrieved from

http://www.theicct.org/sites/default/files/publications/Indonesia-palm-oil-

expansion_ICCT_july2016.pdf.

Singapore Statutes Online. (2017). ENVIRONMENTAL PROTECTION AND

MANAGEMENT ACT. Singapore Government, Retrieved from

http://statutes.agc.gov.sg/aol/search/display/view.w3p;page=0;query=DocId%3A%22

7cc1971c-6237-4f5a-a75c-

dd378fc80179%22%20Status%3Ainforce%20Depth%3A0;rec=0.

Splash. (2013) Severe erosion in the Upper Murray River. ABC. Retrieved from

http://splash.abc.net.au/home#!/media/525555/.

Splash. (2013). Indigenous perspective on sustainability. ABC. Retrieved from

http://splash.abc.net.au/home#!/media/525907/.

United States Geological Survey. Earthshots: Satellite Images of Environmental Change.

Retrieved from https://earthshots.usgs.gov/earthshots/#ad-image-0.

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Wentworth, W. C. (1984, January 24). Why we need a permanent base on the

moon. The Sydney Morning Herald, p. 11. Retrieved from

http://archives.smh.com.au/index.php.

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 Evaluation survey

Unit Date ………/…..…/…..…

Activity Time On task Satisfactory On/off Off Task Off Task Comments
Permitted
5

10

15

20

25

30

35

40

45

50

55
60
Evaluation

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Ideas for improvement

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

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 Justification

This program is designed to cover a variety of teaching methods to allow the teacher to

research the best activity for the classes learning. To this end the engagement survey and five

quick questions allow for the teacher to gather data on the class and methods for a productive

lesson. The two tools allow for targeted differentiation once the teacher discovers the class.

With the differentiation in place the geography inquiry can be tweaked to allow full

participation and for the students present their work in a creative manor. The field work is

designed for an outing that offers multiple perspectives and questions that the students wish

to know from an experienced source.

The field trip is an important part of the program for it will cover the rural fire services (RFS)

fire management strategy and importance in today’s society (BOSTES NSW, 2015). The

other group in this field trip is an Aboriginal elder who will share their cultural stories about

fire management. From this the students can see different views and how these strategies

were carried out and the importance of this form of management and explore how the

management has changed the natural environment. This trip will give real experience to how

the RFS practice the fire reduction management works and why it is important. To this end

the use of the 2017 winter and how this changes the management strategy of the RFS and

show why this is important to the students. Whereas the Aboriginal elders view will show

how their fire management worked with their nomadic lifestyle.

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The geography inquiry is designed for the students to create their own questions by asking

questions based on the two environments with a geographic focus (Llewellyn, 2007).

Depending on the class the geography inquiry can be broken down to the three points and

different groups can focus on different sections. This will allow for the teacher to assign

sections to students who may struggle with the whole assessment. The other option is the

assessment is split into two sections; one section being the function and effect of change and

the other one is evaluating the management of the policies from these areas. This allows for

the teacher to create groups and/or assign them with the topic area (Chiappetta, 1997). The

other option is if the class is going to struggle with this geography inquiry then the first two

points can be covered in class. This will allow for the students to understand the places for

the geography inquiry (Favier, 2011), while will still leaving the management strategies for

the assessment. With any of the options the geography inquiry can be changed to suit the

classroom dynamic allowing for the best option while still allowing for individual

responsibility (Gustafsson, 2016). This will then work with how the students wish to present

their work in a creative manor.

The ‘students engagement is often considered to be among the better predictors of student

learning and development’ (Nair, Adams & Mertova, 2008, p.254). To this end the

engagement survey allows the teacher to focus on the student’s reaction to the lesson

activities and the quality of the lesson (Nair, Adams & Mertova, 2008). The engagement

survey will allow for the teacher to gather quantifiable data that can be compared with similar

activities with the results fixed. This can show if the activity works for the class or if it needs

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work for students who are struggling. This survey will force the teacher to pay extra attention

to all the students and make judgement call about the work. This informal assessment means

that common issues can be compared to and research on the real issue can start. This will lead

to differentiation with specific targets and actions in mind. The engagement survey being

added into the plan allows for the teacher to have an inbuilt differentiation system for an

unknown class. Though the issue for this survey is, if the students do not enjoy the activity

but still learn the syllabus material, or if the students are on task but not learning the syllabus

material. This can change the value of the engagement survey and its effect on the class

thought the survey is still rooted in multiple theories from learning and education and

management theory (Nair, Adams & Mertova, 2008). Though the effect of the survey could

be changed by the teacher preforming the survey and the students reacting to the pattern.

This is where the five quick questions come into place for it will show the retention of

previous lessons (Moon, 2005). This system can be done with the students saying their score

for roll call or if the teacher wants a more in-depth private score ratio the students can write

their score broken down to the questions and their results on a piece of paper which the

teacher will collect. The private system will mean that students who are less confident or

struggling will not feel isolated by their score. This extra information can then be compared

to the engagement survey for in-depth results to be compiled, thus allowing for focused

differentiation (Moon, 2005). For with the engagement survey the tasks are questioned and

the five quick questions allow for the content to be questioned. Thus these two will show how

to create effective differentiation. An example of this would be if one student struggles

during individual task (reading) but is still focused on the task but is excellent during group

task. Both of these activities will be satisfactory for engagement but the questions will show

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the different. Thus different approaches to individual work in response to this data. Once the

reason is figured out, reading out loud will be used in the class to help the student throughout

the program.

This program is designed for the students to experience environmental management from two

different sources showing how perspectives from different cultures can have the same result.

This will in turn help with the geographical inquiry that has been planned for the end of the

unit so that the teacher can form differentiation specifically for the class. To this end the use

of the engagement survey and the five quick questions are designed to gather information on

the students and their needs. With the programs create before the school year starts tools

designed to find ways of differentiation and the effect they have in important.

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