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Victorian Essential Learning Standards
Use of this learning and teaching activity may contribute to achievement of elements of the Standards in Science (5,6) and Geography (5,6). |
Duration and Setting
30 - 40 minutes in the classroom.
Summary
The Earth's climate is changing. Scientists observed a warming trend beginning around the late 1800s. The most rapid warming has occurred in recent decades.
This activity encourages research and discussion about the issues confronting farmers and consumers as they grapple with changing weather patterns and predictions for the future.
Student outcomes
This activity will enable students to:
- Evaluate how the predicted climate changes may impact on an agricultural producer
- Consider the impact of climate change on food production and how it may affect consumers
Background notes for teachers
Many human activities release 'greenhouse gases' into the atmosphere. These gases trap heat. If human activities continue to release greenhouse gases (often referred to as emissions) at or above the current rate, average temperatures around the globe will rise. Increases in global temperatures will most likely change our planet's climate in ways that will have significant long-term effects on people and the environment.
Climate is the long-term average of a region's weather events over time. Climatic conditions of a region affect how things grow. For example, most plants require specific temperature ranges to grow. If these climatic conditions change, it may impact on how and where we grow crops.
For more information visit:
www.cdu.edu.au/ser/documents/Integratingaglobalagro-climaticclassificationwithbioregionalboundariesinAustralia.pdf
Please note: The following activity contains comments that are predictions, to be used as possible indications of the range of impacts for which primary industries will have to prepare and NOT as reliable predictions of exactly where specific impacts will occur.
The Activity
- Start by discussing climate change and weather in general terms, as outlined in the teacher background notes above.
- Distribute copies of the worksheet – What would you do if you were in Mr Jersey's boots? Read and discuss the scenario and information based on predictive modelling.
- Discuss what an agro - climatic zone shows.
- Use the questions to guide discussion on the worksheet.
- Direct students to answer questions 1 - 5 using Table 1: Characteristics of the Mediterranean Agro-Climatic Zone in Victoria – now and in the future and Table 2: Industries in the Mediterranean region and climatic change impacts and issues.
- Encourage students to answer questions 6 – 8 using reflective and creative thinking.
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Investigating Climate Change - Worksheet
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