Conserve or Consume?
Diverse Interconnections & Change
Geography & Environmental Justice
Figure 1. TAC (2020).
Welcome back 5T parents! Deforestation is a controversial topic, as it affects social, cultural, economic and environmental contexts – locally, nationally and globally; people hold diverse views, based on their experiences and beliefs (OXFAM, 2017). As you may be aware, only a small section of the Tarkine within North-West Tasmania, is protected from clear fell logging of native trees, chemical bombing and burning (preparation for replanting), and open cut mining (Brown, 2020).
Tarkine protection has a divided community sentiment. Many are passionate about keeping the rare, prehistoric, cool temperate rainforest for the protection of: endangered species of flora and fauna, air and water quality, cultural and historical significance, and for prevention of: fires, floods, acid contamination and carbon dioxide emissions – Australian has the highest (per capita) in the world (OECD, 2013, in Brett, 2017); while others view deforestation through an economic growth lens.
As you know, students previously visited the Tarkine to explore Aboriginal artefacts, however, also to explore forests and vegetation varieties; via an 'Adaption Adventure' tour (Forest Education Foundation, 2020). Subsequent to discussion around past attempts to include the 480,000 hectare Tarkine area on the World/National Heritage (NH/WH) list, ‘people processes’ such as deforestation and its impact upon environmental characteristics will now be studied (preservation to conservation).
Figure 2. Williams (2012).
Figures 3-5 will engage class 5T with a “I wonder...” exercise, followed by ‘pair share’ to discuss negative/positive human influence upon forests and the biodiversity within.
Students will relocate their seats within positions where the statement:
‘There could be benefits of deforestation’ relates most to their beliefs, followed by a justification. Far opposing views will be modelled for this exploratory consideration; ‘neutral chair teaching’ will encourage free and diverse critical thinking (Brett, 2020; OXFAM, 2017).
Students will watch “takayna” (Patagonia & Lowther, 2018) which outlines environmental changes and complexities involved in Tarkine forest conservation over time, presented by Tasmanian conservationist communities. Students will record points of interest:
Trailer:
37-minute film:
The class split into ‘for’ and ‘against’ statement groups; then smaller, freely formed (for or against) groups to reflect upon their notes. Groups elaborate upon their diverse views, why/why not conservation of the Tarkine is important, and share as a class; this will assist with thought process awareness and extensions (Fox & Riconscente, 2008).
Groups think critically about why/how peoples’ decisions have positively or negatively impacted the Tarkine’s characteristics. Potential focuses/considerations: biodiversity and ecosystems; climate change: carbon cycle; mining; logging choices/processes; furniture/housing/paper products; health of people/animals; cultural aspects: Aboriginal connection/kanyini; Tarkine aesthetics; wastage/unsustainable use.
Rotational questioning regarding sustainability implications of perspectives will prepare groups for a written class response. Developing understandings of those for Tarkine deforestation, will be supported through consideration to particular logging processes, forestry areas and timber use. Those against, will refine thoughts through consideration to benefits of conservation verses preservation, for example. This will showcase both ‘sides’ diversities, personal, social and ethical understanding capabilities, and influence a respectful consensus on how to sustainably – and justly cater to the environment (Australian Electoral Commission [AEC], 2019).
Children independently research the Internet to write summaries of their chosen Tarkine subtopics. They justify their environmental characteristic conservation views in consideration to future natural resources; and if /how/why not their views have extended.
Thank you.
Word count: 532
Word count: 532
For your information (all students will have access to these websites):
Rainforest ecosystem significance; National Heritage [NH] proposal; UNESCO TWWHA extension; criteria National Heritage, WH extension; Endangered Species; NH: Tasmanians vote; Bob Brown Foundation; legal; climate change concerns; bushfire risks; recent protests. Opposing views: Sustainable Timbers; Riley Creek/mining; specialty timbers; economic management papers; State Government: (2017), 2013, 2011, 2011, 2013, 2018
Curriculum Links:
Australian Curriculum Assessment and Reporting Authority [ACARA], (2016). Foundation to Year 10
Curriculum: Humanities and Social Sciences: Year 5 Civics and Citizenship, History and Geography (version 8.3). Australia: ACARA. Retrieved from:
Australian Curriculum Assessment and Reporting Authority [ACARA], (2016). Foundation to Year 10
Curriculum: Year 5 English: Language for interaction (version 8.3). Australia: ACARA.
Retrieved from:
Bob Brown Foundation (2020). Retrieved from:
Brett, P. (2020). Week Two: Civics and Citizenship – Dr Peter Brett: Lecture Two: Teaching
Controversial Issues (Transcript]. Retrieved from:
Brett, P, (2017). “Making Connections Between Civics and Citizenship and Education for Sustainability”,
In A. Peterson & L. Tudball (eds.), Civics and Citizenship in Australia: Challenges, Practices and
International Perspectives, Bloomsbury Press, London (p. 165-185).
Forestry Education Foundation (2020). Primary Programs: Programs 5/6: Adaption Adventure.
Retrieved from:
Fox, E., & Riconscente, M. (2008). Metacognition and Self-Regulation in James, Piaget, and Vygotsky.
In: Educational Psychology Review. 20(4):373-389.
Jarvie, E. (2020, February, 11). Anti-logging protestors call on Premier Peter Guitwein to cease forestry
operations in the Tarkine. The Advocate. Retrieved from:
Oxford Committee for Famine Relief [OXFAM], (2018). Teaching Controversial Issues. Oxford, UK:
FSC. Retrieved from:
Patagonia & Lowther, A. (2018). Takayna [Documentary]. Retrieved from:
Sustainable Timber Tasmania (2019). Retrieved from:
Tasmanian Aboriginal Centre [TAC], (2020). Aboriginal place names.
Retrieved from:
Williams, J. (2012). The evolutionary significance of Tasmania’s rainforests and associated vegetation types:
Final report – IVG 5C. Retrieved from:
Hi Nicole!
ReplyDeleteFirst of all, I like that you used a controversial subject, I think it’s important to support students to value different conflicts and opinions and by mentioning this in the introduction it also encourages parents to have this mentality. You’ve also mentioned the different opinions the community has, which is good knowledge to begin with. I like that it is an important and relevant issue located in Tasmania. You’ve linked this activity to a previous excursion which is a great way to motivate students and keep their interest. I also like the “I wonder..” exercise, this can increase student curiosity and begin stages of inquiry. You have also added some resource links which is going well and beyond! (And I’m sure parents would love to know what websites their children are using).
A suggestion I could make is to maybe reduce the third last paragraph (starts with “through a change…”) more specifically the “subtopics”. In my opinion, it seems too much for the reader to digest and I think it should be more concise and to the point. It just seems like it rambles on a bit and can be confusing for parents, but this can just be fixed by cutting out a few examples. This will also help with your word count as well!
I also see a typo in the second last paragraph. You have written: “Those against, will refine their thinking though questioning regarding the benefits of conservation”. It should be through.
Other than that, what an excellent blog post! It goes into great detail about what the students will be learning, and it reads professionally well. You have backed up all your teaching choices with relevant literature. Also, don’t forget to put in your curriculum links!
Thanks,
Kate (Meg).
Hi Kate.
ReplyDeleteNo I won't forget the curriculum links, thank you. I will review my post and make some modifications. Thank you so very much for your very critique - it's very helpful indeed!
Kind regards,
Nicole.