THE EARTH WINS Educator`s Guide - Australian Literacy Educators

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CONTENTS
About the film 3
Years 5/6 Teaching Plans 7
Grade/Year 5: 10 - 11 year olds
Grade/Year 6: 11 - 12 year olds
Years 7/8 Teaching Plans 17
Grade/Year 7: 12 - 13 year olds
Grade/Year 8: 13 - 14 year olds
Years 9/10 Teaching Plans 27
Grade/Year 9: 14 - 15 year olds
Grade/Year 10: 15 - 16 year olds
References 34
Teaching Strategies 35
Biographies 36
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ABOUT
THE FILM
Humans impact on the Earth and the Earth impacts on the life of humans.
The Core Idea
THE EARTH WINS is a powerful film that leaves the viewer with lasting images. It raises interesting
ideas and questions which will engage students in the discussion and the development of important
broad world concepts.
The use of music and lyrics, the carefully worded captions and the powerful images themselves provide a vehicle for students and teachers to contemplate their own ideas.
Perspective
The writer and director of the film is Jerry Grayson who has been a prominent helicopter pilot in the
world of film-making since the ‘70s. THE EARTH WINS has therefore been shot entirely from the air
and is a passionate plea to consider the interdependence of man with Mother Earth.
Jerry’s overall perspective can be summed up in the Socrates quote;
“Man must rise above the earth - to the top of the atmosphere and beyond - for only thus will he fully
understand the world in which he lives...”
The film breaks down into the following 8 chapters.
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Chapter One - Introduction
The film tells a personal visual story without the
encumbrance of a voice over. The introduction to the
film is about humanity’s progression from the sea, to
the rocks and onto the land. As time passed, we
created complex tools and began to harness the
elements. The growth of population requires us to
mass produce food, which needs sunlight and
water as an integral part of the process. Over the last
century we have started to harness dead fossils to
give us a means of rapid transport. Fossil fuels are a
finite resource. Our attention seems focused, almost
exclusively, on accelerating everything we do. Is it just
possible that we are being the architects of our own
demise and blindly accelerating that process?
Chapter Two - Industry
We dig up the Earth’s gifts from the ground, and we
shape those gifts into useful tools. Once again we
resort to the fossils to give us the power to do the
shaping. As we get greedier for the fossils we go
further to find them and, in an ironic twist, have
returned to the sea to find more from the ocean
depths. But all gifts are ultimately reclaimed by The
Earth in one way or another. The gift of iron needs
an “iron road” to transport it. We casually discard
the things we’ve created. We do so out of sight, is it
because we’re embarrassed at how we are treating
gifts? Is it all a self-serving cycle that The Earth tolerates? … for now. Does our industry cast a shadow
that’s growing longer and why do we find it so hard to
discuss? Even the birds find a use for a dead tree,
once again The Earth Wins.
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Chapter Three - Poverty
If we are so sophisticated, how is it possible that we
continue to treat each other with such disdain? From
the aerial perspective we can see that there is still joy
and dignity in a scrubland tip. The gap between the
“haves” and the “have nots” seems to grow wider.
Only from the air can we truly begin to appreciate the
scale of the subject. So many people know nothing
beyond birth, scraping for an existence, and death,
but in the midst of it all there is still optimism in a
game of soccer or cricket in the dirt. Life goes on
and there’s actually very little difference in the broad
function of a South African township or a major “First
World” city.
Chapter Four - Wildlife
This section is the first time lyrics are introduced into
the film. Music and lyrics are an important part of the
whole experience. The best and most unusual shots
taken of wildlife are juxtaposed with the New Order
lyrics to achieve a polemic connection that each viewer can construct for themselves.
Chapter Five - Cities
Here we see a progression of images where the enormity of Man’s achievements are suggested as being
extremely fragile. It is a very personal journey wherein
the aerial perspective plays a big role in shaping the
sequence of thought. Shot by shot this section progresses. Finally the word “GONE” wakes us up, and
puts Hurricane Katrina (which follows) into context.
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Chapter Six - Katrina
The ocean comes to us and inundates New Orleans
on a grand scale. It comes right to our front door and
stops the normal pattern of things. There are many
weird images in the first part of the Katrina section
that force us to look at everyday landscapes in a new
and strange light. The film avoids going anywhere
near any of the usual facts, figures, summaries, explanations or arguments. It’s simply the personal story of
witnessing and experiencing a calamitous hurricane,
a world event, from a unique viewing seat, and the
resultant questions posed.
Chapter Seven - Bushfire
This section of the Bushfires outside Melbourne
Australia again uses specific song lyrics, interspersed
with the personal story. It lays no persuasive claim to
bushfires being specifically caused by climate change
but begs the question as to whether it’s sensible to
ignore the possibility that the frequency of bushfires
may be increasing. The film focuses on the juxtaposition between the huge story on a state-wide basis
and the entirely personal perspective when one’s
home and family are in mortal danger.
Chapter Eight - Miracle
The shot of moon and airliner is unique and was shot
from a helicopter, just as was all the rest of the film.
Our ability to conceive of the Earth as a circular and
finite entity, really only came about recently, when
Man travelled to the Moon, looked back, and took a
photograph. Maybe in that sense we are some sort of
“First Generation” of new Man.
The “Miracle” section, more than any other, is designed to be accessed individually. The music starts
with the heartbeat of a baby. A new life is always
something of a miracle in itself. What is represented
by the relationship of the whales with the dolphins?
Perhaps The Earth and its constituent parts should at
last be celebrated as a full blown miracle?
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Grades/Years 5 and 6
Curriculum Links
The Earth is part of a system of planets orbiting around a star (the sun).
(ACSSU078)
Living things have structural features and adaptations that help them to survive in their environment.
(ACSSU043)
Solids, liquids and gases have different observable properties and behave in different ways.
(ACSSU077)
Science involves testing predictions by gathering data and using evidence to develop explanations of
events and phenomena.
(ACSHE081)
Scientific understandings, discoveries and inventions are used to solve problems that directly affect
peoples’ lives.
(ACSHE083)
Construct and use a range of representations, including tables and graphs, to represent and describe
observations, patterns or relationships in data using digital technologies as appropriate.
(ACSIS090)
Compare data with predictions and use as evidence in developing explanations.
(ACSIS218)
Suggest improvements to the methods used to investigate a question or solve a problem.
(ACSIS091)
Communicate ideas, explanations and processes in a variety of ways, including multi-modal texts.
(ACSIS208)
Skill Development
Data Collection
Brainstorming
Sorting
Graphic organizer
Diagrams
Diagrams of cycles
Timelines
Research
Predictions
Discussion, debate
Analysis
Tables and Graphs
Central Idea: The Earth is a Complex System
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An inquiry into:
•
•
•
•
the components of the earth and how they relate to each other
the natural cycles of the earth
the development of the earth over time
how the Earth has changed and the effect of these changes
Task 1
Initial activity is to get students reviewing their prior knowledge about the Earth
Show the following page of photos of the Earth, which are taken from the film. They are only some
of the components of the Earth and serve as a provocation. Ask the students what component each
picture represents.
In groups get students to consider the question “What are the components of the earth?” Brainstorm
their ideas and present them on post-its to the whole class.
Collate ideas and post total list of post-its on wall. Some ideas may be wrong but should still be listed. This list is to be referred to during the unit and corrections and additions made by consensus of
class. The use of post-its makes this manageable. Those removed should be put to one side so that
they can be redisplayed, should this prove to be appropriate. It becomes a working wall.
Student Questions
Following this activity refer to the Central Idea and get students to write the questions that they want
answers to in relation to this idea, on strips of paper. They should also list these questions in their
notebooks/computers so they can refer to them and provide personal answers to them as the unit
progresses.
Post these questions on a wall. Sort them into categories and come up with a few questions which
the class agrees are the most important. This can be done using the 5 sticker method. Post these
under the heading “Student Questions“. Put the rest of the questions on the wall under the heading
“Interesting Questions”. These can be used as homework or for extension research activity for some
students.
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Task 2 Relationship between the components of the Earth
Make the following below into cards. In groups of ten give each student one of the ten cards.
SOIL OXYGEN
WATER OCEAN
ATMOSPHERE ANIMALS
MINERALS
ICE
PLANTS
OIL
The students will represent these components. In a large space, have each student find components with which they have a connection and connect to each other using string. A com
plex relationship will be obvious from this.
Each student is to count how many strings they have in their hand and list on a combined table.
Discuss who has the most strings and why.
In the same groups use this information to create a graphic organizer which shows the relationship
between the components of the Earth.
Share their graphic organizers with class and compare with other groups. Post on wall.
Task 3 The Natural Cycles of the Earth
Cycles:
• Energy
• Water
• Atmosphere
• Ocean
• Carbon
• Nitrogen
• Rock
www.eo.ucar.edu/kids/green/cycles1.htm
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Prior Knowledge
In groups draw a diagram of their knowledge of the water cycle.
Show students the pictures provided (available on www.eo.ucar.edu/kids/green/cycles1.htm)
to compare, contrast and modify their diagram.
Each group chooses from the list of cycles and using the website provided and others,
make a diagram of the cycle allocated to them.
As a group explain how their cycle works to the class.
Post on the wall for future reference.
http://www.flatheadwatershed.org/natural_history/natcycles.shtml
http://www.sawater.com.au/sawater/education/ourwatersystems/the+water+cycle.htm
http://quizlet.com/7329874/flashcards
Good for vocabulary extension
http://www.eoearth.org/topics/view/54099/
Task 4 Timeline of the Earth’s Development
Access the websites: http://www.bbc.co.uk/nature/history_of_the_earth
www.exploringorigins.org/timeline.html
This last site includes an interactive timeline showing the development of the earth and its natural
environment and is a very effective resource for this task.
In groups students explore the above websites.
Teacher is to prepare a blank timeline and pin it on the walls around the room.
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Use 500 million year graduations on a timeline which shows 0 – 4.6 billion years.
Distribute pictures from BBC website:
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http://www.bbc.co.uk/science/earth/earth_timeline
Each group research the background information attached to the picture and give a detailed
explanation to the class. Student adhere their picture to the relevant position on the timeline.
It may be necessary to do a prior Students’ maths lesson on scale.
Extension Activity
A group can investigate the development of the machine from the industrial revolution to the present
time and place major developments on the timeline.
Another group could predict what the next 2 billion years would look like on the timeline.
Task 5 How the Earth has changed and is continuing to change
Cities cover large areas of the earth.
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The invention of the internal combustion
engine has brought about great change to
the Earth
• What are some other ways in which the
Earth has changed?
• What has caused the changes?
The use of fossil fuels has brought about
great change to the Earth. Discuss.
Changes in population model activity
Population
(in billions)
Year
Years elapsed
between milestones
1
2
3
4
5
6
7
8
9
1804
1927
1960
1974
1987
1999
2012
2027
2046
-
123
33
14
13
12
13
15
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This table shows the number of years it took to reach another billion in the
population of the Earth. Ask students to share with their group any thoughts they
have about this table. Ask them to list these ideas to share with the class.
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Estimated
U.N Medium
U.N High
U.N. Low
Actual
This graph shows the growth of population from 1800 to 2012 and then three different projections of
future populations. Discuss with class what they think the graph from 1000 to 1800 would look like
and why. What do they think are the reasons for the steep growth of population from 1950 to 2012.
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Homework Activity
Interview three people from three different age groups to ascertain their opinion of why there was a
greater increase in population at this time than prior to this.
Extension Activity
Apply the same interview process to find which of the three projected growth patterns are most likely to
occur and why.
Collate and analyze results from both groups.
What effect will the population growth have on the earth?
In groups complete the table
Component of Earth
Flora
Fauna
Water
Atmosphere
Oil
Minerals
Food
Discuss the results.
Effect of Population Growth
Proposed solution
Task 6
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Before attending the film outline a plan which will illustrate in some way what you think humans should
do in the next 50 years to improve the earth’s ability to win.
Excursion to the cinema to view THE EARTH WINS
Before the trip to the cinema read the synopsis at the beginning of this Educator’s pack to the class.
After watching the film students review their plan for improving the earth’s ability to win (as per Task 6)
and make any changes they wish referring to the film where possible. They then prepare a
presentation to explain their plan and their reasons for the decisions they have made to an audience.
Rubric for Assessment
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2
3
4
Content of plan The plan has some rele- The plan shows evi-
The plan includes
sound reasoning but
little original thought.
Some research is evident. Material from the
film has been used.
The plan is feasible but
lacks evident structure
The Plan includes
details.
The plan includes
sound reasoning and
originality backed up by
in depth research and
material from the film.
The plan is feasible and
practical with carefully
thought out structure.
The plan includes detail
and creative thinking.
vant content but shows
no evidence of indepth
research or creative
thinking
No material from the
film is evident
The plan is not logical
dence of some research
and reference to the
film.
The plan lacks clarity
but is feasible. It lacks
evidence of structure.
The plan is not logical
Media
presentation
The media presentation
shows a lack of care
and commitment to
excellence.
The medium chosen
does not allow the plan
to be explained in any
detail.
Skills necessary to create this piece using the
chosen medium are not
sufficiently developed.
The plan is presented in
an attractive format.
The presentation lacks
the detail necessary
to allow the plan to be
clearly understood by
the audience. More
thought needs to be
given to a choice of
medium which will allow
this to happen.
Creative thought has
gone into making an
attractive presentation.
The plan is presented in
a creative and attractive format put thought
needs to go into organising the content so that
it is easily understood
by the audience.
The medium chosen is
appropriate to the task.
The skills necessary to
create in this medium
are well developed.
The plan is presented in a creative, well
organised and attractive
format.
Thought has gone into
the suitability of the
medium used for the
particular task.
A high level of skill is
shown in the creation of
the piece.
Explanation to
audience
The presentation lacked
clarity resulting in a
confused audience and
showing evidence of
lack of understanding
and knowledge on the
part of the presenter.
Many audience questions were not answered.
The presentation
showed evidence of a
lack of detail and understanding of the issue.
The audience were
did not show evidence
of engagement in the
presentation.
Questions from the audience were answered
with with confidence
but often lacked sufficient detail or were
vague.
The presentation
engaged the audience
but did not give a clear
explanation of the plan.
Questions from the audience were answered
confidently and usually
showed a clear grasp of
the issue.
The presentation was
engaging and clearly
explained the plan.
Questions from the audience were answered
confidently showing a
clear grasp of the issue.
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Grades/Years 7 and 8
Curriculum Links
Science
Some of Earth’s resources are renewable, but others are non-renewable.
(ACSSU116)
Water is an important resource which cycles through the environment.
(ACSSU222)
Construct and use a range of representations, including graphs, keys and models to represent and
analyse patterns or relationships, including using digital technologies as appropriate.
(ACSIS129)
Summarise data, from students’ own investigations and secondary sources, and use scientific
understanding to identify relationships and draw conclusions.
(ACSIS130)
Science and technology contribute to finding solutions to a range of contemporary issues;
these solutions may impact on other areas of society and involve ethical considerations.
(ACSHE135)
Skill Development
Reading and analyzing
Diagrammatic representation
Data retrieval Chart
Writing: fiction, songs, letters, factual accounts
Analyzing from different perspectives
Planning
Film making
Interviewing
Central Idea:
Changes in the Earth’s structure can have an impact on living things.
• How natural disasters affect the earth and the living things on it
• Ways in which humans deal with natural disasters
• Ways in which technology can mitigate the effect of natural disasters
Excursion to the cinema to see, THE EARTH WINS
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Read students the synopsis of the film before the excursion. Explain that the lyrics to the songs are
important and they should listen carefully to them.
Coldplay ‘Fix You’: Video: http://www.youtube.com/watch?v=JI-o25K6B-E
Lyrics: http://www.azlyrics.com/lyrics/coldplay/fixyou.html
The Who ‘Won’t get fooled again’:
Lyrics: http://www.azlyrics.com/lyrics/who/wontgetfooledagain.html
New Order ‘True Faith’: Lyrics: http://www.azlyrics.com/lyrics/neworder/truefaith.html
The Temper Trap ‘Miracle’: Video: http://www.youtube.com/watch?v=CiUrhRtpLrc
Lyrics: http://www.azlyrics.com/lyrics/tempertrap/miracle.html
The museum in your local area will have exhibits which will complement the viewing of this film and
could be used in conjunction with your visit to the cinema.
Task 1 What are the causes of natural disasters?
Teacher’s to guide students in reading and analysing the following extract
1. Causes of Natural Disasters. Those caused by movements of the Earth. These occur with the
minimum amount of warning and include earthquakes, volcanic eruptions and tsunamis. They are
difficult to predict and impossible to stop. All that can be done is to take appropriate action to limit
damage and loss of life after they occur.
2. Weather related disasters. These will include hurricanes, tornadoes, extreme heat and extreme
cold weather. There will usually be some degree of advanced warning, but since weather is unpredictable, nothing can be done to stop these disasters from developing once the weather system
grows. Again, in areas prone to this sort of disaster, some provision can be made to limit damage
and loss of life.
3. Floods, mudslides, landslides and famine. These are usually the consequence of extreme weather events, or are supplementary to other natural disasters. Often they are the result of extreme and
unforeseen conditions.
Students to choose one of the natural disasters listed below and do the research required to create a
diagrammatic representation of how this natural disaster forms. Present to the class.
•
•
•
•
•
•
Hurricane
Fire
Snowstorm
Earthquake
Tsunami
Flood
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Task 2
How do natural disasters affect the Earth and the living things on it?
Play clip of Hurricane Katrina:
https://vimeo.com/67187479
Play clip of the Victorian bushfires
https://vimeo.com/67188072
After viewing the clips as a class investigate hurricanes further to find details to complete the Data
Retrieval Chart below for hurricanes as an example.
Using relevant websites:
www.wikipedia/timeline-hurricane-katrina
www.google.com.au/search?q=hurricane+katrina+pictures&ie=utf-8&oe=utf-8&aq=t&rls=org.mozilla:en-US:official&client=firefox-a
http://www.wunderground.com/severe.asp
Students divide into groups to find data for the other natural disasters (fire, snow storm,
earthquake, tsunami, flood) and as a class complete table. This could be made as a chart for the wall
as well as a personal record.
Immediate effects of Natural Disasters
Natural Disaster
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Immediate effects
Communications
Environment
Living Things
Economy
Social
Economy
Social
Hurricane
Fire
Snow Storm
Earthquake
Tsunami
Flood
Long term effects of Natural Disasters
Natural Disaster
Long Term effects
Communications
Hurricane
Fire
Snow Storm
Earthquake
Tsunami
Flood
Environment
Living Things
Task 3:
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How do natural disasters affect the different people who are involved in them?
Read this personal experience of a Bushfire written by Jerry Grayson, writer/director of THE EARTH
WINS.
Bushfire
For most of us a wild fire, or bush fire as we call it in Australia, is something we will only ever know in
the form of a television news item. That’s partly because the vast majority of us live in cities, leaving
only a few of us to populate the other 99% of the planet that has the potential to burn. It’s also
because many countries simply don’t dry out enough to burn (up until now).
Australia has always been an exceptionally dry land, particularly noticeable to me after a life spent
mainly in the UK. But even for drought-hardened Australians the dreadful events of what became
known as “Black Saturday” were a shock and a wake-up call. Sara and I, after 20 years together, had
finally finished building our first home on Christmas Eve 2008.
Just over a month later we left work early on Friday afternoon to give us plenty of time to prepare for a
Saturday that forecasters were already warning had the potential to be extreme. They weren’t wrong.
By mid morning the clouds all around and above us had the grey/purple tinge of a sci-fi film, the
thermometer on the shady wall was already climbing through 40 degrees C, and you had to bend
to the wind and flying leaves. Somewhere around late lunchtime I nipped into Heathcote town for
something trivial. I took no more than ten minutes, but by the time I tried to return home I was flagged
down by a policeman who advised “you won’t get much further mate, there’s a very big fire ahead
and the road is blocked”.
Despite the air temperature now exceeding fifty a shiver went down my spine, Sara had no car.
Eventually I persuaded him that the fire he described had to be beyond my home and he let me go
on.
The next three days were spent with a small water trailer, hoses laid out, heavy woolen clothing,
torches, and one ear open to the continuous updates on the battery powered radio after the power
supply failed. Our normal interest in world events had shrunk to the boundary of our small farm, our
concerns were limited to whether the fire would cross that boundary, and messages of worry from
friends in the city (only 90 minutes away) were as if from another planet. I registered with surprise how
quickly my focus of attention had shifted so comprehensively from the global to the personal.
Before the escape routes from our property closed off completely we learned that nearly
200 people had already perished only a few miles from us.
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There are many hard-to-read accounts of personal events that day and the aftermath echoes through
our home state of Victoria. People argue amongst themselves about whether that was a unique
event, a repetition of an event that’s been happening since time immemorial, or a harbinger of things
to come. I happen to believe the latter, but even if I’m wrong there is no penalty to be paid for keeping
the water trailer full, an eye to the sky and a nose to the wind.
Find some more accounts of people who have experienced a natural disaster from newspapers,
internet, personal accounts etc.
Share your stories with class.
Task 4: How do natural disasters affect living things?
Look at these images from The Earth Wins, listen to the music, and then discuss the questions
posed under the image.
When The Who say “…won’t get fooled
again …” to imagery of an entire American
city underwater (New Orleans) are they
posing a scientific, local, climate, political or
worldwide environmental polemic?
When Coldplay end the sequence of
bushfire devastation with the words
“... and I will try to fix you ...” the connection
between image and music is visceral, but
what are we actually trying to fix?
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Talk about how different people involved in a natural disaster would have a different perspective on
that experience.
•
•
•
•
•
•
•
•
•
Firefighter
Policeman/woman
News reporter
Child
Home owner
Camper
Politician
Farmer
Tourist
Write either a letter, song or a story from the perspective of someone who has experienced a natural
disaster.
Share with the class.
Task 5:
How can technology mitigate the effect of natural disasters?
Students will phone the local fire department, rescue authority and the police and councils to find out
what technologies are being used to mitigate the effects of natural disasters.
Students prepare phone interview questions before making their call.
Present data to class and collate combined data on a Data Retrieval Chart. Use the chart to draw
conclusions about how technology can be used to mitigate the effect of natural disasters and which
technologies are most often used.
Task 6:
How can forward planning mitigate the effects of natural disasters?
Students will prepare a natural disaster plan for their family using the template provided.
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FAMILY DISASTER PLAN
Name and address of family ………………………………....................................................................
What natural disaster/s are likely to happen in your area?
……………………………………………………………………..............................................................
Communication plan
Contact numbers ………………………………………….........………………………………......……….
Family out of town contact numbers …………………………………….....................................……….
Emergency contact numbers eg police…………………………………......................................……….
Preparation
Make inventory of important family documents, or precious objects.
……………………………………………………………………..............................................................
……………………………………………………………………..............................................................
Are smoke alarms installed and when were they last checked?
……………………………………………………………………..............................................................
What is to be included in your family’s First aid kit?
……………………………………………………………………..............................................................
Draw a map of your escape routes and meeting place
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FAMILY DISASTER PLAN continued ...
List potential indoor and outdoor hazards in your home.
……………………………………………………………………..............................................................
Write a plan for what to do if the electricity and/or water goes off in your home.
……………………………………………………………………..............................................................
Write a plan for your pet’s safety
……………………………………………………………………..............................................................
Do you have a radio with batteries to check on weather forecast etc?
……………………………………………………………………..............................................................
Now research a disaster plan for your community (school or town) and share it with your class.
Draw a map of your escape routes from your school and meeting place
Task 7: Presenting an Interview
In pairs, the students will film a five minute well prepared interview about how changes in the earth’s
structure have an impact on living things.
Each pair will have an interviewer and the person being interviewed.
Together they will develop their questions and answers and make them meaningful.
The interview questions and answers must reflect an understanding of the central idea and entertain the
audience.
This will be a major assessment task.
Assessment Rubric for Conducting Interviews
1
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2
3
4
Interview questions
Questions call for oneword answers;
interview lacks focus.
Questions do not address the central idea.
Questions are
structured better but
answers lack clarity or
depth; interview
doesn’t flow. Questions
address a section only
of the Central Idea.
Questions and answers
are well-structured;
interview is focused,
proceeds logically, but
doesn’t fulfill purpose
Which is to allow interviewee to demonstrate
an understanding of the
Central Idea.
Interview questions are
acute and wellsequenced, eliciting
comprehensive
answers and allowing
interviewee to share
their understanding
of the Central Idea;
questions
flow well and interview
fulfills purpose.
Interview techniques
Interviewer is
obviously unprepared
with no knowledge of
subject or interviewee;
no follow-up questions
are asked; interviewer
responds
inappropriately
throughout (offering
opinions, revealing
emotions).
Interviewer’s
preparation is filled
with gaps; follow-up
questions are poorly
worded or ineffective;
many responses are
inappropriate.
Interviewer is generally
prepared, with a few
gaps; one or two
effective follow-up
questions are asked;
one or two reactions
betray the interviewer’s
position
or emotions.
Interviewer is well
prepared, listens
carefully, and asks
questions that build on
responses throughout;
keeps reactions
neutral.
Camera placement
Camera placement (for
example, camera angle,
eye-level positioning,
and so on) interferes
with viewing of
interview; interviewee
is consistently
distracted by camera
One element in camera
placement is not well
executed; interviewee
is sometimes distracted
by camera.
Camera placement is
adequate, but does not
lead to a clear and
engaging view of the
interviewee;
interviewee does not
interact with camera.
Camera placement
yields a clear, rich, and
interesting view of the
interviewer.
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Grades/Years 9 and 10
Curriculum Links
Global systems, including the carbon cycle, rely on interactions involving the biosphere, lithosphere,
hydrosphere and atmosphere.
(ACSSU189)
The intensification of environmental effects in the twentieth century as a result of population increase,
urbanization, increasing industrial production and trade.
(ACDSEH125)
The growth and influence of the environment movement within Australia and overseas, and developments in ideas about the environment (notion of ‘Gaia’, ‘limits to growth’, concept of ‘sustainability’,
concept of ‘rights of nature’).
(ACDSEH126)
Responses of governments, including the Australian government, and international organisations to
environmental threats since the 1960s (including deforestation and climate change).
(ACDSEH128)
Advances in science and emerging sciences and technologies can significantly affect people’s lives,
including generating new career opportunities.
(ACSHE195)
The values and needs of contemporary society can influence the focus of scientific research.
(ACSHE230)
Select and use appropriate equipment, including digital technologies, to systematically and
accurately collect and record data.
(ACSIS200)
Communicate scientific ideas and information for a particular purpose, including constructing
evidence-based arguments and using appropriate scientific language, conventions and representations.
Analyse patterns and trends in data, including describing relationships between variables and
identifying inconsistencies.
(ACSIS169)
Skill Development
28
Data collection
Making movies and PowerPoint demonstrations
Map making
Data retrieval chart
Discussion
Analysis
Reflection
Discussion
Graphic representation
Research
Brainstorming
Central Idea:
Understanding the Earth will help humans live in harmony with it.
Excursion to the cinema to see THE EARTH WINS
Display Central Idea. Discuss the Central Idea with students and ask them to write their thoughts/
ideas/opinions for future reflection.
Ask them to reflect on this statement whilst watching the film and be prepared to share their thoughts
and debate ideas and return to their initial reflections.
Read students the synopsis of the film before the excursion. Explain that the lyrics to the songs are
important and they should listen carefully to them.
The museum in your local area will have exhibits which will complement the viewing of this film and
could be used in conjunction with your visit to the cinema.
Coldplay ‘Fix You’: Video: http://www.youtube.com/watch?v=JI-o25K6B-E
Lyrics: http://www.azlyrics.com/lyrics/coldplay/fixyou.html
The Who ‘Won’t get fooled again’:
Lyrics: http://www.azlyrics.com/lyrics/who/wontgetfooledagain.html
New Order ‘True Faith’: Lyrics: http://www.azlyrics.com/lyrics/neworder/truefaith.html
The Temper Trap ‘Miracle’: Video: http://www.youtube.com/watch?v=CiUrhRtpLrc
Lyrics: http://www.azlyrics.com/lyrics/tempertrap/miracle.html
Task 1 Reflect on the film
In groups have students list what they learnt from the film. What does the earth need to be
healthy and strong and what do humans need to be healthy and strong. Using the 2/4/8/16
method come up with a class list. Put on post its and post to wall chart as below for future
reference. You can use string to show connections between them.
EARTH NEEDS
HUMAN NEEDS
Task 2 What does the earth need to be healthy and strong?
29
Students will investigate the natural cycles of the earth.
Cycles:
• Energy
• Water
• Atmosphere
• Ocean
• Carbon
• Nitrogen
• Rock
A useful website is www.eo.ucar.edu/kids/green/cycles1.htm
Have students in groups produce a clear graphic representation of a cycle making sure all are
covered and present this to the class so all have an understanding of all the cycles. This can
either be done electronically or on paper.
Exchange these diagrams with other groups and have students answer the question –
“What can be the impact on this cycle of human activity?”
Paste the answers under the diagrams of the cycles and post for further use.
Task 3 What do humans need to be healthy and strong?
Refer to BBC video “How many people can live on planet earth?”
http://www.youtube.com/watch?v=wa3ZDEZj3P8
¨Humans need water, food and energy. These are explained in the video which can be watched in
section as below.
Water
12.23mins to 22.00mins
Food
22.00mins to 32.50mins
Energy
32.50mins to 36.46mins
Following this background investigate the problem: “What do humans need to be healthy and strong?”
Organise the class into three groups (water/food/energy)
Conduct a brainstorm within each group to answer the question. Appoint a note taker to record all
the responses. Remember the rules of brainstorm — all responses are accepted and recorded; there
is to be no discussion on any points contributed.
Investigate further using websites listed and others:
http://www.croplifeamerica.org/crop-protection/benefits/increase-food-production
http://www.scienceomega.com/article/539/increasing-food-production-without-compromising-sustainability
www.csiro.au › Home › Food and Agriculture
Refer to earlier table from Task 1 and make changes on the table as agreed by the group then
develop it with further information learnt so far and post on website and/or wall eg
FOOD
Increase production through technology. This can include improved crop strains, fertilization,
growing methods, mechanization of harvesting ...
Using data collected and other data gathered, students individually answer the question “What
do humans need to be healthy and strong?” in any format they choose eg. movie, PowerPoint
presentation. This presentation will form the first section of the final assessment task in which
the student will demonstrate an understanding of the Central Idea. Share their information with a
group from the class and get feedback.
Task 4 What do humans have to do to achieve these conditions?
Begin this question with an examination of the usage of resources across the earth.
Each student is supplied with an A4 blank map of the world and several sheets of A4 tracing
paper for recording of a global data map.
Mark in names of USA, Britain, Africa, China, Australia and India.
View BBC video, “How many people can live on planet earth” from 37.00mins to 42.00mins.
Divide class into 4 groups. Each group is to research one of; population, food, water or energy.
The students find current data for the population figures, and the usage of the listed resources
for each country.
Each group to report back and as a class, complete data retrieval chart below.
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31
World Resource Use
Country
Population
Food
Water
Energy
USA
Britain
Africa
India
Australia
Using this chart to assist them, the students should record the data for on an individual overlay
sheet creating a map of the world that will show clearly the populations and the resources used
in the five different countries.
Using data from the BBC film clip, record on final overlay sheet of the map, the Productive
Bio-capacity of each country. The result of this use of resources as expressed as Productive
Bio-capacity (global hectares; Gh) is listed below.
Country
Productive Bio-Capacity (Gh) Population supported
USA
9.42 Gh
1.5 billion people
Britain
5.2 Gh
2.5 billion people
Africa
1.0 Gh
18 billion people
China
2 Gh
Status quo
India
<1 Gh
16 billion people
Australia
?
?
Discuss the relationship between all this data and write conclusions.
Discuss and analyse and write conclusions for posting on wall or website.
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Task 5 What do humans have to do to enable them to live in harmony with the earth?
This task asks students to work in groups to make a short film which will enable them to share their
answers to the question above. The film should include a song with lyrics which encapsulate not just
their understandings but also their emotions in relation to the question.
The students may like to adopt the idea of using captions and music but no voice over as the film
maker did in THE EARTH WINS.
If a website is created for this unit everything could be posted on that site.
This major assessment task will include:
•
•
•
•
Lyrics and music of the song
Preparation of a story board and shot list
Group dynamics
Filming techniques
Assessment rubric for film production
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Developing
Proficient
Exemplary
Lyrics and Music
• Lyrics are not complete and
do not relate to the theme
• Background music is overly
loud or too quiet
• Sound effects are unrelated or sound fake, additive
sounds are minimal and
detract from the film
• Music is creative but not
related to the theme
• Lyrics are creative but message is not clear
• Background music and
sound effects is usually well
balanced
• Additive sound effects are
used and appropriate
• Music is creative and
enhances lyrics but is not
appropriate to the theme
• Lyrics enhance the film and
make the message clear to the
audience
• Background music and sound
effects is always well balanced
• Additive sound effects enhance
the film
• Background music and sound is
creative, enhances the mood and
is appropriate to the theme
Plan
Outline/shot list /
story board
• Story board is sketchy
with many vital aspects not
addressed
• Shows evidence of planning
for some parts of the production but this lacks clarity
• Complete story board
though not detailed
• Shows evidence of planning
through most parts of the
production
• Clearly describes each shot
visually and
includes movement, narration (if
used), captions, sound
• Shows evidence of planning
through all parts of the production
Content
• The message in the film is
ambiguous and does not address the theme adequately
• Little evidence of thought or
imagination is evident
• No arguments are presented
to support the message
• The message in the film is
clear but not backed up with
the necessary research
• Creativity and thought is
evident in parts of the film
• Arguments are not well
supported
• The film has a clear message
related to the theme
• Thorough research is evident
• Creativity and thought in content
is evident Arguments are succinct
and well supported
Creativity
• Little evidence of thoughtfulness, creativity or imagination
• No style or mood is apparent
• Some evidence of imagination, creativity or thoughtfulness
• Some evidence of thought
to style and mood, though
may not suit the content and
theme
• Thorough evidence of imagination, creativity or thoughtfulness
• Style or mood which suits the
content and theme evident
• Creative and original
Film Technique
• Sometimes in focus
• Camera movements are
static and uninteresting
• The music and sound is not
clear and the levels vary
• The lighting, transitions,
caption animation and titles
need work
• Usually in focus
• Camera movements show
developing skill
• The music and sound are
clear but show too much
variation in quality
• There has been an attempt
to have appropriate lighting,
transitions, captions animation and titles but there is no
definite style evident
• Always in focus
• Variety of camera movements
zooming, trucking, etc.)
• The music and sounds add
meaning and add to the experience
• Careful thought can be seen in
appropriate lighting, transitions
captions animation and titles
References
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www.eo.ucar.edu/kids/green/cycles1.htm
www.kids.earth.nasa.gov
www.bbc.co.uk
www.exploringorigins.org/timeline/html
www.fissics.com.au
www.wunderground.com
http://www.flatheadwatershed.org/natural_history/natcycles.shtml
http://www.sawater.com.au/sawater/education/ourwatersystems/the+water+cycle.htm
http://quizlet.com/7329874/flashcards (Good for vocabulary extension)
http://www.eoearth.org/topics/view/54099/
www.wikipedia/timeline-hurricane-katrina
www.google.com.au/search?q=hurricane+katrina+pictures&ie=utf-8&oe=utf-8&aq=t&rls=org.mozilla:en-US:official&client=firefox-a
Teaching Strategies
35
The Five Sticker decision making process.
To enable a group or class to make quick decisions, give each student five stickers and ask them to
‘spend’ the stickers on their choices. All stickers can be used for one choice or they can be distributed across a few different choices. This works very well for choosing which of a list of student
questions should be investigated by the whole class.
Mindmap
A mind map is a diagram used to visually outline information. A mind map is often created around a
single word or text, placed in the center, to which associated ideas, words and concepts are added. Major categories radiate from a central node, and lesser categories are sub-branches of larger
branches. Categories can represent words, ideas, tasks, or other items related to a central key word
or idea.
Mind maps can be drawn by hand, either as “rough notes” during a lecture or meeting, for example,
or as higher quality pictures when more time is available. An example of a mind map is illustrated.
Assessment Rubric
A Rubric assessment tool communicates expectations of quality around a task. Rubrics can be used
to delineate persistent criteria or grading. They can also provide a basis for self evaluation, reflection
and peer review. The Rubrics shown here are examples only and it is expected that teachers will devise Rubrics with their class that are appropriate to the task.
2/4/8/16 Method
This task is a way of students gathering, discussing, reviewing and refining information.. Split the
class into pairs of studnets and have them share ideas and create a list. Then pair 2 students with
another 2 students, and complete the task again. Then join is group of four students with another
group of 4 and continue the task. Continue the pairing wtih groups of 8 and then 16 until they have
thoroughly discussed and created a refined list on the subject.
BIOGRAPHies
36
Jane Morrison B.Ed
Jane taught at the University of Melbourne in the Education Faculty from 2005 -2007.
She gained her teaching experience over fifteen years, in the primary area at Shelford Presbyterian
Ladies College and Ivanhoe Girls’ Grammar School. As a leading teacher, she developed, wrote
curriculum and taught a variety of levels in these schools
Between 1996 and 2005, with her business partner, she created Edplus Pty Ltd, an educational film
company making eight professional development films for teachers on a variety of topics. She has
also written and published eight information text books.
Phillipa Beeson B.Ed, Grad Dip Lib
Phillipa worked for many years as a classroom teacher in all sectors of the education industry and in
three states of Australia. For three years she was Head of the Junior School at Ivanhoe Girls
Grammar School. This was followed by seven years as Head of Geelong Grammar School’s Toorak
Campus.
She introduced the International Baccalaureate Primary Years Program (PYP) to Victoria and has
conducted PYP workshops for teachers across the Asia Pacific region as well as in the United States.
She has worked in India, China, Vietnam, Hong Kong, Cambodia, Australia, New Zealand, Fiji, Japan
and Indonesia.
In 2008 she took up the position of Foundation Head of the Primary School at Discovery College in
Hong Kong, a position she held for over two years during which time the school was established in a
state of the art facility on Lantau Island, the International Baccalaureate Program was embedded, and
the school’s curriculum and ethos developed.
www.theearthwins.com