Caring for the Reef
Main Idea
Students will investigate the natural and human components of the Great Barrier Reef. They will identify interactions that take place between the Great Barrier Reef and themselves, and will explore environmentally friendly actions they can initiate to help protect the reef.
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Key Understandings
Management of the Great Barrier Reef Marine Park is needed to ensure its continued survival.
There are actions we can all take to help protect the Great Barrier Reef.
The health of the Great Barrier Reef is at risk from increasing numbers of people who wish to use it.
The habitats of the Great Barrier Reef support thousands of species of animals and plants.
Animals and plants have different needs.
The Great Barrier Reef is supported by many associated environments.
Different environments support different species of animals and plants.
Focus Questions
- What is the Great Barrier Reef?
- Who uses the Great Barrier Reef?
- Who looks after the health of the Great Barrier Reef?
- What actions can we take to help protect the Great Barrier Reef?
- What are some of the habitats of the Great Barrier Reef Marine Park and what types of animals and plants live there? and
- What are some of the needs of animals and plants on the Great Barrier Reef?
Key Terms
Algae, anchoring, animals, behaviour, birds, boating, camouflage, care, carnivore, characteristics, colours, conserve, corals, diving, dugong, echinoderms, environment, erosion, features, feeding, fish, fishing, food, garden, grasses, herbivore, human-made, leisure, litter, local, look after, mangroves, national park, native plants, nature, observing, ocean, octopus, ranger, pollution, protect, rainforest, rays, reef-walking, reef, river, rubbish, safety, sailing, sea, seagrass, sharks, signs, snorkelling, sponges, tourist, trawlers, tracks, turtle-watching, visiting, waste, water, whale-watching, work.
Key Learning Areas
- SOSE;
- Science;
- The Arts; and
- Technology.
Key Competencies
- Collecting, analysing and organising information;
- Communication ideas and information;
- Planning and organising activities;
- Working with others in teams;
- Solving problems; and
- Using technology.
Outcomes
SOSE
In Place and Space:
1.1 Students match relationships between themselves and an environment.
1.2 Students make simple connections between elements of simple ecosystems.
1.3 Students participate in a cooperative project to cater for the needs of living things.
1.4 Students organise and present information about places that are important to them.
1.5 Students describe the relationships between personal actions and environmentally friendly strategies in particular environments.
1.7 Students design a game to match animals, people or plants to particular environments.
2.2 Students predict possible consequences for an ecological system when an element is affected.
In Systems, Resources and Power
1.1 Students understand that the environment provides resources that meet our needs, and they can play a part in conserving resources.
1.6 Students discuss consequences of following and not following rules of familiar places.
Science
In Life and Living:
1.1 Students discuss their thinking about the needs of living things.
1.2 Students group living things in different ways based on observable features.
1.3 Students observe and describe components of environments.
Images, information, books and videos
Resources
See www.gbrmpa.gov.au for Reef Images, Great Barrier Reef Marine Park Authority Library and Video Catalogue and A-Z of the Great Barrier Reef.
Attached Documents
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Caring for the Reef - Teaching Unit
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