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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----> ____ ____ ____ ____ ____ /20