Geography Alive: Stage 3 Geography (Topic 1; Unit 2) Lesson 3: Comparing climate and vegetation of Australia with that of Borneo Content focus: In this lesson students compare the climate and vegetation of Australia with that of the island of Borneo. They also examine the threats to the island’s orangutan population and possible solutions. Resources • Resource Sheet 1: Borneo: Map and climate statistics • Resource Sheet 2: Climate data for selected Australian places • Resource Sheet 3: Orangutans • Resource Sheet 4: Threats to orangutans • Worksheet 1: Orangutans of Borneo issues table • Website: Borneo Orangutan Survival (BOS) Australia [http://www.orangutans.com.au] – The organisation’s vision is a world where orangutans are free from the threat of extinction and can live in the wild, unharmed by humans. • Website: Tears in the Jungle [https://tearsinthejungle.com/] – Tears In the Jungle: A Children’s Adventure to Save the Orangutan. The organisation’s ‘dream’ is that all orangutans will live peacefully, in the jungle, with not threat to their future. • Website: Orangutan Foundation International (Australia) – [https://orangutanfoundation.org.au/] • Video: Dare to Dream [https://vimeo.com/9330752] – Danielle and Williams Clarkes story about saving the orangutans. Daniel and William Clarke live in Sydney, Australia, and share a passion to save the orangutan of Borneo. Key inquiry questions: • What is the climate and vegetation like in Borneo, Indonesia? • What are the threats to Borneo’s orangutans? • How might these threats be addressed? Outcomes: A student: • identifies and compares climate zones and animals of Australia with the island of Borneo • investigates the threats to the orang-utans of Borneo and possible solutions • processes geographical information using maps, climate statistics and graphs. Lesson sequence: • Step 1: Using an Atlas and Resource Sheet 1 describe the location and climate of Borneo, and decide which place in Australia it is most similar to Borneo using the climate data for the Australian cities featured in Lesson 2 (Resource Sheet 2). Discuss any differences in climate. • Step 2: Using Resource Sheets 4 & 5 Introduce students to orang-utans and the treats they face as a species. • Step 3: Review the Borneo Orangutan Survival (BOS) Australia website [http://www.orangutans.com.au] and/or read the book Tears in the Jungle by Danielle Clarke and William Clarke. Ask students to discuss and describe what sort of habitat the orangutans live in. Use an online mind-mapping tool to summarise the key points of the discussion. • Step 4: Review the main issues endangering the wellbeing of Borneo’s orangutans – palm oil production, deforestation, fires and the illegal pet Trade and poaching. Use Worksheet 2 to summaries these problems and possible solutions. • Step 5: As a class, discuss the role of Orangutan Foundation International (Australia) – [https://orangutanfoundation.org.au/] • Step 6: Bring a selection of grocery items to class and show students how to find the manufacturing country on food labels. Encourage students to look for products at home that have palm oil or state that they contain no palm oil and ask students to bring them to school. • Step 7: Write a persuasive of writing about stopping palm oil production. Decide on a personal or class action to reduce the problems associated with the production of palm oil. © Geography Teachers Association NSW

Geography Alive: Stage 3 Geography (Topic 1; Unit 2)

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GeographyAlive:Stage3Geography(Topic1;Unit2)

Lesson3:ComparingclimateandvegetationofAustraliawiththatofBorneo

Contentfocus:

InthislessonstudentscomparetheclimateandvegetationofAustraliawiththatoftheislandofBorneo.Theyalsoexaminethethreatstotheisland’sorangutanpopulationandpossiblesolutions.

Resources

• ResourceSheet1:Borneo:Mapandclimatestatistics• ResourceSheet2:ClimatedataforselectedAustralianplaces• ResourceSheet3:Orangutans• ResourceSheet4:Threatstoorangutans• Worksheet1:OrangutansofBorneoissuestable• Website:BorneoOrangutanSurvival(BOS)Australia[http://www.orangutans.com.au]–Theorganisation’svisionisaworldwhere

orangutansarefreefromthethreatofextinctionandcanliveinthewild,unharmedbyhumans.• Website:TearsintheJungle[https://tearsinthejungle.com/]–TearsIntheJungle:AChildren’sAdventuretoSavetheOrangutan.The

organisation’s‘dream’isthatallorangutanswilllivepeacefully,inthejungle,withnotthreattotheirfuture.• Website:OrangutanFoundationInternational(Australia)–[https://orangutanfoundation.org.au/]• Video:DaretoDream[https://vimeo.com/9330752]–DanielleandWilliamsClarkesstoryaboutsavingtheorangutans.DanielandWilliam

ClarkeliveinSydney,Australia,andshareapassiontosavetheorangutanofBorneo.

Keyinquiryquestions:• Whatistheclimateand

vegetationlikeinBorneo,Indonesia?

• WhatarethethreatstoBorneo’sorangutans?

• Howmightthesethreatsbeaddressed?

Outcomes:Astudent:• identifiesandcompares

climatezonesandanimalsofAustraliawiththeislandofBorneo

• investigatesthethreatstotheorang-utansofBorneoandpossiblesolutions

• processesgeographicalinformationusingmaps,climatestatisticsandgraphs.

Lessonsequence:• Step1:UsinganAtlasandResourceSheet1describethelocationandclimateofBorneo,anddecidewhichplaceinAustraliaitismostsimilar

toBorneousingtheclimatedatafortheAustraliancitiesfeaturedinLesson2(ResourceSheet2).Discussanydifferencesinclimate.• Step2:UsingResourceSheets4&5Introducestudentstoorang-utansandthetreatstheyfaceasaspecies.• Step3:ReviewtheBorneoOrangutanSurvival(BOS)Australiawebsite[http://www.orangutans.com.au]and/orreadthebookTearsinthe

JunglebyDanielleClarkeandWilliamClarke.Askstudentstodiscussanddescribewhatsortofhabitattheorangutanslivein.Useanonlinemind-mappingtooltosummarisethekeypointsofthediscussion.

• Step4:ReviewthemainissuesendangeringthewellbeingofBorneo’sorangutans–palmoilproduction,deforestation,firesandtheillegalpet

Tradeandpoaching.UseWorksheet2tosummariestheseproblemsandpossiblesolutions.• Step5:Asaclass,discusstheroleofOrangutanFoundationInternational(Australia)–[https://orangutanfoundation.org.au/]• Step6:Bringaselectionofgroceryitemstoclassandshowstudentshowtofindthemanufacturingcountryonfoodlabels.Encourage

studentstolookforproductsathomethathavepalmoilorstatethattheycontainnopalmoilandaskstudentstobringthemtoschool.• Step7:Writeapersuasiveofwritingaboutstoppingpalmoilproduction.Decideonapersonalorclassactiontoreducetheproblems

associatedwiththeproductionofpalmoil.©GeographyTeachersAssociationNSW