Title of Unit; Unit 4: Sustainable Outdoor Relationships.

Area of Study; 1: Healthy outdoor environments

Key Knowledge point;

The potential impact on society and outdoor environments of land degradation, introduced species,
climate change, urbanisation and other significant threats

The content knowledge required to teach to the key knowledge point;

Teachers need to have a sound understanding of land degradation, introduced species, climate
change, urbanisation and other significant threats. From here, you can discuss the impacts these
have had on both society and the environment. Remember, the impacts for society may be different
for the impacts to the environment. Make sure you look at both positive and negative impacts,
rather than focusing on only the negative. These other significant threats should be relevant to the
schools location, be represented in a camp the students have attended or be a current topic in the
media.

KEY TERMS:

Land degradation; Deterioration in the quality of land, its topsoil, vegetation, and/or water
resources, caused usually by excessive or inappropriate exploitation.

Breaking this down, we have the key words being deterioration and inappropriate exploitation. This
deterioration can occur from erosion (wind or water) as well as physical and chemical deterioration.
(United Nations Population Information Network, 1995). The inappropriate exploitation includes
overgrazing, wood collection and deforestation.

Impacts:

- Land degradation interrupts the regulating and provisioning services of ecosystems, in

particular nutrient cycling, the global carbon cycle and the hydrological cycle. This means
more carbon dioxide being released into the atmosphere.
- Disruption to ecosystem functions inevitably diminishes the diversity of above- and
belowground biodiversity, as well as affecting aquatic life in the atmosphere (Scientific and
Technical Advisory Panel, 2006).

Introduced species- Introduced species are foreign species (e.g. roses, blackberries, foxes, wasps, and
root rot) that have arrived accidentally or have been introduced intentionally. Once introduced
species have established self-supporting populations in the wild, they are termed naturalised orferal.

Since Australia was colonised by European settlers, hundreds of foreign plants and animals have
been introduced into Australia. Many introduced species such as crop plants, farm animals and game
animals are economically beneficial, and others such as pets (that are managed responsibly) and
ornamental plants are harmless to the environment (these all have positive impacts on the
environment).

However, many of the introduced species to Australia have become a significant problem to primary
production and/or the natural environment and are known as pests. Examples of plant pests include
blackberries, gorse, serrated tussock and Japanese kelp. Examples of animal pests include foxes,
feral cats, and rabbits.
Climate change. This topic is a tough one for students to understand because it requires knowledge
of many different terms. Teach students the definitions of climate and green house gases.

Climate- includes patterns of temperature, precipitation, humidity, wind and seasons. "Climate
change" affects more than just a change in the weather; it refers to seasonal changes over a long
period of time. These climate patterns play a fundamental role in shaping natural ecosystems, and
the human economies and cultures that depend on them. Because so many systems are tied to
climate, a change in climate can affect many related aspects of where and how people, plants and
animals live, such as food production, availability and use of water, and health risks. This would be a
negative impact to both society and the environment. For example, a change in the usual timing of
rains or temperatures can affect when plants bloom and set fruit, when insects hatch or when
streams are their fullest. This can affect historically synchronized pollination of crops, food for
migrating birds, spawning of fish, water supplies for drinking and irrigation, forest health, and more
(Love to Know, Corp, 2013).

Greenhouse gas- Any of the atmospheric gases that contribute to the greenhouse effect by
absorbing infrared radiation produced by solar warming of the Earth's surface. They include carbon
dioxide (CO2), methane (CH4), nitrous oxide (N2O), and water vapour. Although greenhouse gases
occur naturally in the atmosphere, the elevated levels especially of carbon dioxide and methane that
have been observed in recent decades are directly related, at least in part, to human activities such
as the burning of fossil fuels and the deforestation of tropical forests. (Love to Know, Corp, 2013)

Greenhouse effect- The retention of part of the Sun's energy in the Earth's atmosphere in the form
of heat as a result of the presence of greenhouse gases. Solar energy, mostly in the form of short-
wavelength visible radiation, penetrates the atmosphere and is absorbed by the Earth's surface. The
heated surface then radiates some of that energy into the atmosphere in the form of longer-
wavelength infrared radiation. Although some of this radiation escapes into space, much of it is
absorbed by greenhouse gases in the lower atmosphere, which in turn re-radiate a portion back to
the Earth's surface. The atmosphere thus acts in a manner roughly analogous to the glass in a
greenhouse, which allows sunlight to penetrate and warm the plants and soil but which traps most
of the resulting heat energy inside. The greenhouse effect is essential to life on Earth; however, the
intensification of its effect due to increased levels of greenhouse gases in the atmosphere is
considered to be the main contributing factor to global warming (Love to Know, Corp, 2013)
Climate change- Climate change is a change in the average pattern of weather over a long period of
time. There is clear evidence that our climate is changing, largely due to human activities. There is
overwhelming evidence for human-made global warming. There are multiple lines of evidence that
show the Earth's climate system is warming. These include increases in global average air and ocean
temperatures, widespread melting of snow and ice, and rising global average sea level. When
scientists talk about climate change they mean warming of the climate system as a whole, which
includes the atmosphere, the oceans, and the cryosphere (ice, snow and frozen ground). The
evidence clearly indicates that the climate system is continuing to warm, including increasing land
temperatures, warming oceans and melting snow and ice. Climate change is not just about global
warming. The science indicates that the climate will be altered in many other ways. For example,
there will be changes in rainfall patterns and ocean currents, changes to the intensity and frequency
of extreme events such as storms, droughts and floods, rising global sea level and ocean acidification
(Department of Climate Change and Energy Efficiency, 2012).

IMPACTS

By 2030 Australia will face:

- a further 1 degree Celsius of warming in temperatures

- up to 20 per cent more months of drought
- up to 25 per cent increase in days of very high or extreme fire danger
- increases in storm surges and severe weather events (Department of Climate Change and
Energy Efficiency, 2012)

Impacts specific to Victoria:

- A rise in sea level will impact coastal settlements, infrastructure and ecosystems. This will
lead to a huge cost of up to $11 billion. Roads and railways lines will be impacted by a rising
sea level.
- 13 per cent reduction in average surface water availability in the south of the Murray Darling
Basin as a median outcome by 2030.
- The average annual number of days above 35C is likely to increase from 9 days currently
experienced in Melbourne to up to 26 days by 2070 without global action to reduce
emissions.
- As the number of very hot days (above 35C) increases and heatwaves become more
frequent, more people may suffer heat-related illnesses and death, with the elderly
particularly vulnerable.
- Species such as the Mountain Pygmy Possum that occupy habitat at the highest elevations
and in the coldest environments will have nowhere to retreat as the climate warms.
- Potential changes in climate may reduce productivity and output of Victoria's agricultural
industries in the medium to long term.

(Department of Climate Change and Energy Efficiency, 2012)

Urbanisation- As world populations have expanded over the past fifty years; there has also been a
drift of people out of the city centres and countryside into the suburbs. This outward expansion of
cities is called urbanisation.

To meet the demand for more suburbs, industrial production has grown fifty times over the last
century, 80% of it since 1950. This has resulted in vast amounts of raw materials being taken from
the bush, earth and waters. Because of the high population density in developed areas, more and
more polluting industries are being made. The more people in cities mean more houses, cars and
factories leading to more greenhouse gas emissions and pollution. In addition to this, instead of
natural bushland, we have concrete, roads with loud traffic, buildings and manmade parks.

Rapid population growth and limited land put a lot of pressure on politicians and planners to allow
unlimited outward expansion of our cities. We must stabilize our population at a sustainable level.
We must build cities for people by integrating nature into their design, and we must increase the
population density in cities to prevent urban sprawl. Higher density and nature appear to be
contradictory forces but a balance is required between humans and nature if humans and the
environment are to survive (Benjamin, 2012).

Additional impacts:

- Intensive urban growth can lead to greater poverty, with local governments unable to
provide services for all people.
- Concentrated energy use leads to greater air pollution with significant impact on human
health.
- Automobile exhaust produces elevated lead levels in urban air.
- Large volumes of uncollected waste create multiple health hazards.
- Urban development can magnify the risk of environmental hazards such as flash flooding.
- Pollution and physical barriers to root growth promote loss of urban tree cover.
- Animal populations are inhibited by toxic substances, vehicles, and the loss of habitat and
food sources. (National Geographic Society, 2013)

Ideas on relevant school based learning activities;

Initial lesson: First, find out what the students already know about these threats. Have students
write ideas on the board about what these threats are.
Introduce students to the definitions of the threats (land degradation, introduced species, climate
change, urbanisation) using the definitions listed above. Discuss.
For each threat, discuss the impacts on both society and the environment. Remember to include
both positive and negative effects. For example, wheat was an introduced species but without it we
would not be able to produce bread. When looking at introduced species, remember to include flora
as well as fauna. Draw a table on the board for each threat and have students fill it in and then add
to it to their notes.
E.G. Urbanization
Society Environment
Positive
Negative

Proceeding lessons.

Introduced Species- Explain to students that every species (plant or animal) has a native habitat.
Sometimes, humans relocate a species, either through carelessness or with the intent of benefiting
human beings, the species itself, and/or a new environment.
Have students research and identify examples of introduced species that have had either good or
bad results. This research should include photographs or drawings of the introduced species, which
country it came from, why it was introduced to Australia, where in Australia it can be found and a
timeline including big events connected this introduced species.
Bring group back together and discuss the findings. (1-2 lessons)

Extension activity- have students debate the positive and negative effects of introduced species in
regards to the environment, people and the species (National Geographic Society, 2013).

Some examples include:

rabbit feral cat
feral horse cane toad
fox house mouse

Questions to be answered could include:

history of the introduction
the environmental conditions leading to the species being successful in Australia
dispersal techniques
reproductive capacity
control strategies
environmental impacts (include its effect on other species)
impact on society

An example of this can be found at:

hsc.csu.edu.au/earth_environmental/options/intro_species/2943/ees953.html

Climate Change (this lesson is a good introduction into climate change as well as sustainability which
is a separate key knowledge area.

Have students visit www.epa.vic.gov.au/ecologicalfootprint/calculators/default.asp

This website allows students to enter personal details to determine their ecological footprint. It also
gives students the opportunity to visualize how this footprint would change with a change in
behaviour. Once students have determined their ecological footprint, link this back to climate
change.
Have students discuss how their ecological footprint is related to climate change. In a nutshell, much
of the things contributing to our ecological footprint release CO2 into the atmosphere. CO2 is a
greenhouse gas, and we are emitting this greenhouse gas faster than the planet can re-absorb it, so
it is building up in the atmosphere which is contributing to climate change.
If students are struggling with this concept, use spending money as a metaphor. If you spend more
than you have, you go into debt and to pay that debt back you will need to cut back on your
spending so you can save money to repay the debt.
If time allows, as a class, determine the schools ecological footprint.

Extension Activity-

Have students investigate ways in which they can reduce their ecological footprint impacts within
their local community, school or home. Have students develop behavioural changes that can be
adopted by their family, school and community. Investigate how these behavioural changes can help
improve the health of our environment. Students are to put these practices into use. Develop school
or community policies, advertisements, ideas that do this.
Or, have students investigate other initiatives that aim at reducing climate change and promote
clean energy. Examples could include earth hour.

Ideas on links to practical outdoor experiences;

Experiential learning is a cornerstone of outdoor education pedagogy. Describe at least three

practical outdoor excursions or parts of an excursion that could assist in enabling students to
understand your key knowledge area. Your excursion/practical activity could be very specific such
as a visit to an identified location or conceptual such as a practical idea.

Introduced Species- visit locations that have introduced species such as pine trees or coast lines with
sea spurge**. Have students investigate this introduced species prior to the visit, looking at its
impact on both the environment and society. This could be linked to the activity listed above
completed in the classroom.

Depending on location, organize a trip with Parks Victoria or an expert in the native environment
who can present greater knowledge to the students about the impact of introduced species on a
particular area. Alternatively, visit Parks Victoria or an expert yourself and present your findings to
the class. In addition to this, look at native plants and animals that are in danger of becoming extinct
and link this danger to the introduction of other species (if possible).

**These ideas can be done as excursion during class time or on camps throughout the year. If you
know you have a camp in term 3 where you will visit areas that have been affected by introduced
species, teach this part of the dot point early and refer back to this camp when you touch on it again
in unit 4.

Urbanisation- visits a new estate that students are familiar with. Try to pick one close by so you can
go during class time and one where students can remember the area prior to the development. Use
this area as an example to discuss the positive and negative effects of the urbanisation to both
society and the environment.
Links to other key knowledge points within that unit;

Understandings and critiques of sustainability and sustainable development

My key knowledge point talks about the impacts of different human behaviours on the environment.
A sound understanding of these impacts highlights the need for sustainability and sustainable
development. Students can link sustainable behaviour with a reduction in environmental impacts
such as a reduced carbon dioxide emission which will slow down the process of climate change.

management strategies and policies for achieving and maintaining healthy and sustainable outdoor
environments that may be adopted by public and private land managers, including at least one from
the following:
Trust for Nature (Victoria)
Australias Biodiversity Conservation Strategy 20102020 (Australia)
Victorias Native Vegetation Management: A framework for action (Victoria)

This allows students to analyse policies that have been put in place to reduce the impacts of the
significant threats discussed in my key knowledge point (urbanization, land degradation, climate
change and introduced species).

At least two acts or conventions related to the management and sustainability of outdoor
environments,
Including at least one from the following:
Flora and Fauna Guarantee Act 1988 (Vic)
Environment Protection and Biodiversity Conservation Act 1999 (Cwlth)
Ramsar Convention (international treaty, 1971)

This allows students to analyse policies that have been put in place to reduce the impacts of the
significant threats discussed in my key knowledge point (urbanization, land degradation, climate
change and introduced species).
More specifically, the Flora and Fauna Guarantee Act links aims to conserve threatened species and
communities. These species may be threatened because they are hunted by and/or compete for
resources with introduced species.

Actions undertaken to sustain healthy outdoor environments, including at least two of the following:
Green building design
integrated farming
Urban planning
Renewable energy

This allows students to analyse actions that have been taken to reduce the impacts of the significant
threats discussed in my key knowledge point (urbanization, land degradation, climate change and
introduced species).
More specifically, renewable energy decreases the amount of green house gases emitted meaning
there are less CO2 molecules being released into the atmosphere. As discussed in my key knowledge
point, an excess of CO2 molecules in the atmosphere is greatly responsible for climate change.
Students can further explore how renewable energy decreases greenhouse gases and how this is
shown to reduce climate change.
Web-links or further resources;

http://www.earthhour.org/page/about/what-climate-change - This website explores the who, what,

when, where, why and hows of climate change in language suitable for VCE students. It has
developed its own initiative called Earth Hour which encourages people to turn their lights off for
an hour as a way to reduce our energy expenditure. This is a great initiative that students can study
and use as a model for an initiative of their own.

http://www.climatechange.gov.au/en/climate-change/understanding-climate-change.aspx\ - This
government website will assist staff and students with understanding what climate change is and
how it occurs. It has links to what the government is doing to deal with the subject and what we can
do as individuals. It answers common questions such as the difference between climate and
weather. Great website if you have students that want to know more about the science behind
climate change.

http://www.epa.gov/climatechange/ghgemissions/global.html - This website analyses global

greenhouse gas emissions by gas and global greenhouse gas emissions by source. It breaks these
down into pie graphs and discusses the results.

This can be used to identify the main causes of climate change and if this is similar to our results
(use the ecological footprint calculator from

www.epa.vic.gov.au/ecologicalfootprint/calculators/default.asp - This can also be used to help with

the sustainable community project idea. By identifying the main contributors of greenhouse gas
emissions, students can target these in their work. Finally, this website provides graphs showing the
increase in greenhouse gas emissions over the years.
This can used to discuss why they have risen, will they continue to rise, and what they think should
happen to ensure they do not continue to rise.

http://parkweb.vic.gov.au/explore/parks/mount-eccles-national-park/plans-and-
projects/ngootyoong-gunditj-ngootoong-mara/resources - This website posts discussion papers on
environmental topics including invasive species and climate change. The discussion papers could be
studied and analysed by students to give them further information about the impacts on both
society and environment to better prepare them for their exam. The invasive species discussion
paper addresses current legislation, policy and management used to deal with this threat. It lists a
large range of invasive species and talks about the food they eat, the habitat they have taken over
and what is being done to control this. In addition, there is a list of readings relating to the topic.

DVD- Cane Toads: An Unnatural History, by Mark Lewis. First Run Features/New York. (2001). This
DVD explores the introduction of cane toads to Australia. The information is presented in a
humorous way to keep students engaged and explores the impacts to both society and the
environment regarding the introduction of this species.

1. http://www.youtube.com/watch?v=Hi3ERes0h84
2. http://www.youtube.com/watch?v=hq_TXc9xMjo
Watch these two clips together. The first clip gives a very simple explanation of what climate change
is. It explains the greenhouse effect and what greenhouse gases are. It gives a visual representation
of what has been happening since the industrial revolution. The second clip goes into more detail
about how climate change is affecting our oceans. It also provides an explanation of climate change
and the greenhouse effect but I feel the first clip does a better job of this.

http://www.youtube.com/watch?v=M2Jxs7lR8ZI - This clip explores the impacts of climate change

on both the environment and society. It looks at causes of climate change and future impacts. It uses
appropriate language and slight humour to keep students engaged. It also includes images to aid in
the transfer of knowledge. Running time is 11 minutes.
References

Benjamin, R. (2012). Urbanisation. Retrieved March 23, 2013, from Information for Action:
http://www.informaction.org/index.php?main=urban_intro&s=Urbanisation

Department of Climate Change and Energy Efficiency. (2012, June 22). Impacts of Climate Change.
Retrieved March 21, 2013, from Climate Change:
http://www.climatechange.gov.au/climate-change/impacts.aspx

Love to Know, Corp. (2013). greenhouse gas science definition. Retrieved March 24, 2013, from Your
Dictionary Science: http://science.yourdictionary.com/greenhouse-gas

National Geographic Society. (2013). Invasive Species. Retrieved March 3, 2013, from National
Geographic:
http://education.nationalgeographic.com/archive/xpeditions/lessons/14/g68/newsinvasive.
html?ar_a=1

National Geographic Society. (2013). Urban Threats. Retrieved March 21, 2013, from National
Geographic: http://environment.nationalgeographic.com.au/environment/habitats/urban-
threats2/

Scientific and Technical Advisory Panel. (2006, November 15). LAND DEGRADATION AS A GLOBAL
ENVIRONMENTAL ISSUE. Retrieved from Global Environment Facility:
http://www.thegef.org/gef/sites/thegef.org/files/documents/C.30.Inf_.8%20STAP_Land%20
Degradation%20as%20a%20Global%20Environmental%20Issue.pdf

United Nations Population Information Network. (1995, September). Population and Land
Degradation. Retrieved March 20, 2013, from United Nations.org:
http://www.un.org/popin/fao/land/land.html

Created By: Emma Degrandi