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