HASS · Year 10

Active learning ideas

Threats to Biodiversity

Explore the profound idea that how we see the world directly shapes how we treat it. This topic compares the ancient, holistic wisdom of First Nations Peoples with modern views on the environment.

• ACARA Content Descriptions
• AC: Geography (Year 10) - Human-induced environmental changes that challenge sustainability

• 45–90 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Inquiry Circle
• 45 min · Pairs

Worldview Venn Diagram

In pairs, students use a Venn diagram to compare and contrast the First Nations concept of 'Country' with a Western, resource-centric view of land. They should identify distinct elements like spiritual kinship versus economic commodity, and shared elements like providing sustenance.

Explain why biodiversity is crucial for the resilience of ecosystems.

Facilitation Tip

Encourage students to move beyond simple dot points and include quotes, symbols, or images to represent each worldview.

What to look for

Students write a comparative essay or create a digital presentation analysing how two different worldviews would approach the management of a specific Australian environmental issue, such as the health of the Murray-Darling Basin or the Great Barrier Reef.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 02

• Inquiry Circle
• 90 min · Small Groups

Environmental Policy Debate

Divide the class into groups to debate a motion such as: 'All major environmental decisions in Australia must be co-designed with First Nations communities'. Students must research and argue from different stakeholder perspectives, such as a Traditional Owner, a government minister, a farmer, and an environmental scientist.

Analyse the impact of urban sprawl on local wildlife habitats.

Facilitation Tip

Provide role cards with key arguments for each stakeholder to help scaffold the debate and ensure a range of views are presented.

What to look for

Exit ticket: Students write a one-paragraph summary explaining how an anthropocentric worldview can lead to environmental exploitation, using a specific example.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 03

• Case Study Analysis
• 60 min · Individual

Case Study Analysis: Cultural Burning

Students research the practice of cultural burning by First Nations peoples as a land management tool. They will compare this approach to post-colonisation hazard reduction methods, analysing the underlying worldview and ecological outcomes of each.

Evaluate the effectiveness of national parks in conserving biodiversity.

Facilitation Tip

Use videos of First Nations rangers explaining the practice to provide an authentic and engaging starting point for research.

What to look for

Students use a rubric to evaluate their own participation and contribution during the group policy debate, reflecting on their ability to articulate a specific viewpoint and listen to others.

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management

A few notes on teaching this unit

Begin by acknowledging the local Traditional Owners of the land the school is on. Use visual stimuli, such as contrasting images of a mine site and a pristine landscape, to spark initial discussion. Scaffold the abstract concept of 'worldview' by connecting it to students' own values before introducing formal definitions. Ensure First Nations voices are privileged through the use of videos, articles, and direct quotes from Elders and community leaders.

Students will be able to compare different environmental worldviews and argue why including diverse perspectives, especially from First Nations Australians, is essential for tackling today's environmental crises.

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Watch Out for These Misconceptions

• First Nations Peoples' connection to Country is a historical concept, not a modern reality.

  This is a living, continuous connection. First Nations Peoples today actively practise culture, uphold custodial responsibilities, and apply traditional ecological knowledge to manage and care for Country.

• Caring for the environment is the same as First Nations' connection to Country.

  While they share goals, they are different. Modern environmentalism is often based on scientific and conservation ethics, whereas connection to Country is a holistic worldview encompassing spiritual, cultural, social, and physical kinship with the land, sea, and sky.

• An anthropocentric (human-centred) worldview is always destructive.

  Not necessarily. An anthropocentric view becomes problematic when it places human interests as separate from and superior to the environment, leading to exploitation. A perspective that recognises human well-being is entirely dependent on a healthy ecosystem can still be human-centred but lead to sustainable practices.

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Methods used in this brief

• Inquiry Circle
• Case Study Analysis