Download Paul McCormack VCE Assessment 2012 VU (October 2012

Paul McCormack VCE Assessment 2012 VU (October 2012)
Choose one Outcome from the Unit.
3.
Identify at least five (4) components of knowledge and two (2) components of skills to
be addressed.
4.
Present three or four (3 - 4) activities to achieve the knowledge and skill outcomes
identified.
Clearly identify the resources to be used with each activity.
5.
Present one or two (1- 2) assessment tasks that link to the key knowledge and skills
identified.
The Assessment task(s) must come from the list in the Study Design.
6.
Present assessment rubrics that clearly relate to the tasks and key knowledge and skills
to be covered.
Geography Unit 1: Natural Environments
Area of study 2 – Changes in natural environments
Paul McCormack
UNIT OF STUDY
Changes in natural environments
This area of study focuses on the dynamic nature of natural environments and the contribution
of the various agents of change such as weathering, erosion, transportation and deposition as
well as human activity. It explores the nature of change and the dimensions of change in
different environments through different kinds of imagery, topographic maps and fieldwork
activities. Suitable topics for investigation of changes caused mainly by human activities and
their interaction with the natural environments include deforestation, global warming, tourism,
urban expansion, irrigation and drainage works, mining, pollution, conservation of important
sites such as national parks and marine national parks.
Outcome 2
On completion of this unit the student should be able to analyse and explain the changes in
natural environments due to natural processes and human activity.
To achieve this outcome the student will draw on knowledge and related skills outlined in area
of study 2.
Knowledge and Skills to be covered
KEY KNOWLEDGE (includes)
 types of changes to natural environments produced by natural processes and by human
activity
 nature, rate and scale of interactions between environments and human activity;
 the impact of change on natural environments and on human activity;
 the importance of the interactions between natural processes and human activity in
influencing changes to natural environments, including the management of change.
KEY SKILLS
 Describe and analyse data about changes to natural environments produced by the
interaction between natural processes and human activity;
 Explain how natural processes and their interaction with human activity may alter
natural environments at two different scales;
Paul McCormack VCE Assessment 2012 VU (October 2012)
Assessment:
There will be (2) two assessments in this unit that will cover all the learning outcomes , key
knowledge and key skills related to changes in natural environment’s,
This area of study focuses on the dynamic nature of natural environments and the contribution
of various agents of change in this case “invasive species” (Vulpes vulpes) The Red Fox has had
on the natural environment of Australia. It explores the nature of these changes and the
dimensions of change in different parts of Australia through case studies, research and
management documentation published to eradicate one of the greatest threats known to
Australia s biodiversity, and the analysis related to the effects of this human and environmental
management dilemma.
ACTIVITY 1
Activity 1
(Vulpesvulpes) The
Red Fox; Create a
“Mind Map” to
describe the Major
Changes to the
Australian natural
environment due to
the introduction of
Foxes, and evaluate
how human activity
around Foxes has
evolved in Australia
over the last 80 plus
years.
Assessment
Resources
Learning outcomes
Explain the changes
in natural
environments due to
natural
environments
(processes) and
human activity.
Describe the changes
to natural
environments in
Australia due to the
introduction of foxes.
Evaluate the impact
of foxes on natural
environments and
human activity.

Key knowledge
1. types of changes
to natural
environments
produced by
natural processes
and by human
activity
2. nature, rate and
scale of
interactions
between
environments and
human activity;
Key Skills
Describe and
analyse data about
changes to natural
environments
produced by the
interaction
between natural
processes and
human activity;
Appendix 1
Saunders G, and McLeod L. (2007) Improving Fox Management
Strategies in Australia. Bureau of Rural Sciences, Canberra.


http://www.thefoxwebsite.org/populations/australia.html
http://www.environment.gov.au/biodiversity/threatened/publ
ications/tap/pubs/tap-fox-report.pdf
http://www.environment.gov.au/biodiversity/invasive/publica
tions/pubs/european-red-fox.pdf
Paul McCormack VCE Assessment 2012 VU (October 2012)
Activity 2
Learning
outcomes
PART A) Students are
to write an Essay with
the following statement
in mind. “The
management of The Fox
problem in Australia is
currently
“unmanageable” analyse
and explain, using at
least 3 examples of
management techniques
used to control Vulpes
Vulpe in Australia.
students analyse
and explain the
changes in
natural
environments
due to natural
processes and
human activity.
PART B)
Using a Multi media
presentation format
(Power point or Wiki)
discuss the degree of
success that
management techniques
are having on saving
Australia s natural
species from Vulpes
Vulpe (examples of 2
different cases studys )
across a range of scales.
4. How has this
management of
foxes influenced
the degree and
type of change in
natural
environments
and human
activity?
3. How are foxes
managed at a
local and a
regional scale?
Key knowledge
Nature, rate and scale of
interactions between
environments and human
activity;
The impact of change on
natural environments and
on human activity;
The importance of the
interactions between
natural processes and
human activity in
influencing changes to
natural environments,
including the management
of change.
Key Skills
Describe and
analyse data about
changes to natural
environments
produced by the
interaction
between natural
processes and
human activity;
Explain how
natural processes
and their
interaction with
human activity
may alter natural
environments at
two different
scales;
Assessment

Appendix 2
http://www.pir.sa.gov.au/biosecuritysa/nrm_biosecurity/pe
st_animal/pest_animal_programs/european_red_fox
Resources

Saunders G, and McLeod L. (2007) Improving Fox
Management Strategies in Australia. Bureau of Rural
Sciences, Canberra.
Pg 155 (species effected)
Pg 161 Fox management strategies
http://www.thefoxwebsite.org/populations/australia.html
http://www.environment.gov.au/biodiversity/invasive/publ
ications/pubs/european-red-fox.pdf
Paul McCormack VCE Assessment 2012 VU (October 2012)
http://www.dse.vic.gov.au/__data/assets/pdf_file/0016/103
381/044_predation_by_red_fox__revised__2002.pdf

Bibliography.
Students resources for unit 1&2
 New Perspectives: Geography Environments (Units 1&2)
 Heinemann Atlas 5th edition – includes CD-Rom. Pask Raymond.
Saunders G, and McLeod L. (2007) Improving Fox Management Strategies in
Australia. Bureau of Rural Sciences, Canberra.
Pg 155 (species effected)
Pg 161 Fox management strategies
Websites
http://www.pir.sa.gov.au/biosecuritysa/nrm_biosecurity/pest_animal/pest_animal_programs/european_
red_fox
Saunders G, and McLeod L. (2007) Improving Fox Management Strategies in Australia. Bureau of
Rural Sciences, Canberra.
Pg 155 (species effected)
Pg 161 Fox management strategies
http://www.thefoxwebsite.org/populations/australia.html
http://www.environment.gov.au/biodiversity/invasive/publications/pubs/european-red-fox.pdf
http://www.dse.vic.gov.au/__data/assets/pdf_file/0016/103381/044_predation_by_red_fox__revised__
2002.pdf
http://www.tams.act.gov.au/__data/assets/pdf_file/0015/13425/vertpestmgmntstrategy.pdf
http://www.environment.gov.au/biodiversity/invasive/publications/pubs/european-red-fox.pdf
http://www.australianalps.environment.gov.au/publications/research-reports/pubs/mountainsscience.pdf
braysher, m. and saunders, g. (2003) pestplan–
http://www.dpi.nsw.gov.au/__data/assets/pdf_file/0007/365353/Effective-fox-control-programs.pdf
http://adl.brs.gov.au/brsShop/data/PC12810.pdf
http://www.thefoxwebsite.org/populations/australia.html
Paul McCormack VCE Assessment 2012 VU (October 2012)
Appendix 1
Assessment 1
(MIND MAP)
Create a “Mind Map” to describe the Major economic and environmental changes to the
Australian natural environment due to the introduction of Foxes, and evaluate how human
activity around the introduced species Vulpes vulpe has evolved in Australia over the last 80
plus years.

Ensure that you have at least (2) mind maps focusing on

A) Changes in Natural environments ensuring “endangered species” caused by
Vulpes Vulpe are discussed, and the relationship between Fox populations and
other animals both introduced and native to Australia. Eg Rabbit populations and
fox populations is their an interrelationship ?

B) Human activity regarding the Fox over time from its introduction to Australia,
and the change that has taken place over time due to population numbers and
distribution.

Discuss some aspects of economic cost in each map.
Rubrics Assessment 1 (Mind Map)
Mark
Describe the changes to natural environments in Australia due
to the introduction of foxes. (Focusing on types and numbers
of environmental and economic costs the Fox has had on
Australia)
Evaluate the impact of foxes on natural environments and
human activity. (Description of different types of human
activity around fox populations)
Relationship between Fox populations and other animals both
introduced and native to Australia.(Rabbit numbers and Fox
numbers/Dingo numbers and Fox numbers at a certain scale)
Accurate information regarding fox distribution and the
decline of certain mammals, reptiles and birds
Historical facts regarding the reasons for the introduction of
the Fox. Accurate information regarding the distribution of
Foxes throughout Australia, and the current problems
associated with these numbers.
Used a range of web sources.
Comment
Paul McCormack VCE Assessment 2012 VU (October 2012)
APPENDIX 2
ASSESSMENT 2
RUBRIC 2
PART A) Students are to write an Essay with the following statement in mind. “The
management of The Fox problem in Australia is currently “unmanageable” analyse and explain,
using at least 3 examples of management techniques used to control Vulpes Vulpe in Australia.





Discuss distribution across different scales
Analyse “control techniques” (3 minimum)
Economic costs and environmental damage
Degree of control of fox numbers (is extinction of foxes an option?)
Collaboration between stakeholders (working together)
PART B)
Using a Multi media presentation format (Power point or Wiki) discuss the degree of success
that management techniques are having on saving Australia s natural species from Vulpes Vulpe
(examples of 2 different cases studys ) across a range of scales.



Discuss threatened species
Density damage relationships
(2) case studies
Rubric For ESSAY/Multimedia Presentation.
Poor
How are foxes managed at a local and a
regional scale?
How has this management of foxes
influenced the degree and type of change in
natural environments and human activity?
Discussion on some of the data released to
show either a failure regarding fox
management or success.
Future recommendations regarding best
practice for “fox control”.
.
TOTAL MARK
/16
Good
V/Good Exceptional
Paul McCormack VCE Assessment 2012 VU (October 2012)
Multimedia presentation Assessment Criteria - Part 2
1
2
3
Audience cannot
Audience has
Student presents
understand
difficulty following information in
presentation
logical sequence
Organization presentation because
there is no sequence of because student
which audience
information.
jumps around.
can follow.
Content
Knowledge
Visuals
Mechanics
Delivery
Student is
Student does not have
uncomfortable with
grasp of information;
Student is at ease
information and is
student cannot answer
with content, but
able to answer only
questions about
fails to elaborate.
rudimentary
subject.
questions.
Student used no
visuals.
Student occasional
Visuals related to
used visuals that
text and
rarely support text
presentation.
and presentation.
4
Student presents
information in
logical, interesting
sequence which
audience can
follow.
Student
demonstrates full
knowledge (more
than required)with
explanations and
elaboration.
Student used
visuals to
reinforce screen
text and
presentation.
Presentation has
Student's presentation Presentation had no more than two Presentation has
had four or more
three misspellings
misspellings
no misspellings or
spelling errors and/or and/or grammatical
and/or
grammatical
grammatical errors.
errors.
grammatical
errors.
errors.
Student mumbles, Student incorrectly
Student used a
incorrectly pronounces pronounces terms. Student's voice is
clear voice and
terms, and speaks too Audience members clear. Student
correct, precise
quietly for students in
have difficulty
pronounces most
pronunciation of
the back of class to
hearing
words correctly.
terms.
hear.
presentation.
Total---->
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____
____
____
____
/20