Geography and Sustainability

Introduction

Geography is an essential part of our life on Earth. The Victorian Curriculum states that: The Geography curriculum presents a structured way of exploring, analysing and understanding the characteristics of the places that make up our world, using the concepts of place, space, environment, interconnection, sustainability, scale and change (Victorian Curriculum Assessment Authority [VCAA] 2016). We can see from this that one of the essential components of geography is sustainability, which is what your children will be learning about during this unit.

What are your children learning?

The topics that the students will be studying include: collecting and recording geographical data from the field and digital maps/satellite images, interpreting maps and information to develop explanations and conclusions using geographical terminology such as grid references, compass directions and distances and lastly explore the different types of natural vegetation and the importance of environments to people and animals (VCAA, 2016). During these topics your children will be using issues in the media to form inquiry questions, develop ways to collect data, using digital and paper maps to explore vegetation, constructing tables and graphs to compare locations ad investigating where a particular renewable natural resource comes from and how it is used.   

Why are your children learning this?

The planet’s resources are limited. Reynolds (2012) cites a 2006 report that claims we (humans) are using resources faster than the Earth can replace them. This message is continually reiterated through the media and other sources, which highlights the importance of educating students in sustainability. With this in mind, a perfect medium to teach sustainable living is through the subject of geography as it involves students studying their landscape and environment. Finally, the curriculum aims to create students who are sustainable in their thinking. What we teach is derived from the Victorian Curriculum.   

How are they learning this?

Reynolds supports the use of print media by pointing out that it needs to be examined for validity and reliability (2014, p. 170-171). Upon exploring media reports students will then begin a geographical inquiry. Inquiry ‘is a flexible strategy that can be incorporated into many of the specific strategies described in other chapters, such as cooperative learning and problem solving’ (Killen, 2014, p. 296). Inquiry learning engages students in the process of asking questions, collecting data, examining information, drawing conclusions and making judgements. Another method students will be using is the application of information and communications technology (ICT). ICT provides a great opportunity to explore landscapes through programs such as: Google Earth. Geography is also a great medium to apply fieldwork (excursions). There is an excursion planed at the end of the unit to the local arboretum and national park (if time permits).    

How can you support your child’s learning?

The Cool Australia website provides many free sustainability resources (sign up required) that you can complete with your child for homework. You could also look at sustainability practices in your own home, such as buying local products, using less electricity and recycling when possible.