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For this presentation, visit: https://goo.gl/2qEybh

Case Studies for Stage 6 Geography

#GTANSW April 10, 2018

Marco Cimino, Magdalene Catholic High School, Narellan

Twitter: @MrMCimino

Blog: Marco Cimino Edu

YouTube: MarcoCiminoEdu

Podcast: Oh, The Humanities! (and Social Sciences)

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Learning Intentions

By the end of this presentation, you will:

Understand the geographical processes of malaria, estuaries, and Sydney.
Explore how you can practically implement teaching strategies for your classes.

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Outline of the Presentation

Year 11: Biophysical Interactions

Malaria

Processes
Teaching Strategies

Estuaries

Processes
Teaching Strategies

Year 12: Urban Dynamics

Sydney

Processes
Teaching Strategies

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Year 11 Biophysical Interactions:�Malaria

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Syllabus Link

A case study investigating ONE issue in ONE of the biophysical components, to illustrate how an understanding of biophysical processes contributes to sustainable management in the environment.

The investigation will include:

identification and explanation of the key biophysical processes which relate to the issue
scale of operation
interactions with other components of the biophysical environment
the sensitivity of the biophysical environment to change
the importance of understanding key biophysical processes for effective management

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Processes

Malaria is caused by the invasion of the human bloodstream by a protozoan parasite of the Plasmodium genus.

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Processes

For malaria, a vector-borne disease to be transmitted, a malaria parasite must first be ingested by a female Anopheles mosquito, undergo sexual reproduction within it and then be passed to a second human through the bite of the infected mosquito.
The parasite must sexually reproduce within the mosquito before it can be passed on to another human.

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For malaria, a vector-borne disease (a disease spread by a living organism) to be transmitted, a malaria parasite must first be ingested by a female Anopheles mosquito, undergo sexual reproduction within it and then be passed to a second human through the bite of the infected mosquito.
The parasite must sexually reproduce within the mosquito before it can be passed on to another human (this takes roughly 14 days).
The fact that the average female Anopheles mosquito survives for roughly 10 to 21 days means that if the mosquito ingests the parasite close to the end of its life cycle, the parasite dies with the mosquito and can no longer infect a human.
The symptoms associated with malaria, and affecting the physical health of the infected person are chills, followed by a dramatic rise in temperature. Soon after, the person will have a raging thirst and headache, followed by delirium. When the headache and temperature subside, there will then be a stage of profuse perspiration. This cycle of chills to perspiration continues as more and more red blood cells are infected by the parasite. This cycle does in many cases result in the death of the person.

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Once bitten by an infected mosquito, sporozoites enter the host’s liver where they undergo a cellular division into numerous merozoites cells. When the merozoites mature, they enter into the human bloodstream and invade the circulating red blood cells. The parasite grows within the blood cell, eventually producing daughter cells, which burst from the blood cell and invade other red blood cells, repeating the reproduction cycle. Gametocytes (male and female forms of the merozoite cells) circulate in the blood stream (but not inside red blood cells). The female Anopheles mosquito will ingest these gametocytes during their blood meals, which completes the reproduction stage of the parasite and produce fresh sporozoites, which enter the salivary glands of the mosquito. When the mosquito bites a human, the saliva infects the human, and the malaria life cycle recommences

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Spread of Malaria, 2016

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Processes

Malaria – although occurring naturally within the lifecycle of the mosquito – can be propagated by human actions and activities.
Urbanization has played a vital role, with mosquitoes being able to breed in rain barrels, drainage ditches, discarded canisters and discarded tires taking advantage of poorly housed, highly concentrated populations.
Anthropogenic climate change is causing the heating of areas that were once too cold for the malaria parasite to survive.

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Processes

While there are treatments for malaria, namely Quinine, there is no known fully effective vaccine (one which counters all stages of the parasite cycle and strains).
The use of insecticide treated bed nets (ITNs) is a viable option, as it stops the spread of malaria when people are most vulnerable.

A net costs $5 and on average, three nets are required to protect five people in the household.

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Teaching Strategies

Mapping:

Choropleth map of infected areas with changes over time, and how climate change will affect distribution.

Literacy:

Why should funding go towards stopping the spread of Malaria as opposed to other diseases?

General:

Debate; +3/-3; Pros/Cons: “Is the cost of remedial measures justified?” Social justice element.
PBL: Methods to reduce spread and provide support for current victims.
Higher-Order: How would preventing Malaria in developing nations help developed nations?

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Year 11 Biophysical Interactions:�Estuaries

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Syllabus Link

A case study investigating ONE issue in ONE of the biophysical components, to illustrate how an understanding of biophysical processes contributes to sustainable management in the environment.

The investigation will include:

identification and explanation of the key biophysical processes which relate to the issue
scale of operation
interactions with other components of the biophysical environment
the sensitivity of the biophysical environment to change
the importance of understanding key biophysical processes for effective management

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Processes

An estuary is a place where the land and the sea meet.
Surrounding mainland features or barrier islands help block freshwater flows and create a fertile mixing zone where organic and mineral nutrients from the land and sea accumulate.

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Processes

Estuaries provide sheltered habitats, nurseries and spawning areas for fish, crabs, prawns and shellfish.
They help to filter pollutants, act as buffers to protect the shorelines from erosion and flooding and provide essential food and habitats for birds, fish and other wildlife.

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Land-Based Threats to Estuaries

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Processes

When streamside and floodplain vegetation is replaced with impermeable surfaces such as roads, rainfall can no longer filter into the ground.
Run-off carries litter and pollutants, such as nutrients, sediment, hydrocarbons, heavy metals, and toxic organic compounds, directly to the estuary through storm water drains.

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Processes

Many industries are located near estuaries, including smelters, pulp mills and sewage plants.
Organic matter (from sewage plants) discharged into estuaries contains pathogens and heavy metals (from various other industries) which can accumulate in the tissues of shellfish, and make them unfit for consumption.
Mining activities can contribute sediments, heavy metals and acid run-off, all of which degrade or destroy estuarine ecosystems.
Aquaculture ponds and open cages may discharge nutrient-rich wastes, including uneaten feed, faecal waste and chemicals.

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Teaching Strategies

Mapping:

Use online mapping tools to locate estuaries around Australia/the world and locate different land use around them.
Use online flood predictor maps to predict how those areas will be affected with climate change.

General:

How are Local Councils in Australia mitigating estuarine destruction? Evaluate current methods.
Look at food chain, and make predictions on changes.
PBL: Creation of advertising campaign about need to care for estuaries, and development of mitigation strategies.
Thinkers Keys: use of Tony Ryan’s Thinkers Key to extend students (the linked document has one on the environment (for juniors) ready made).

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Year 12 Urban Dynamics:�Sydney

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Syllabus Link

Urban Dynamics

a case study of the results of the urban dynamics in a large city selected from the developed world including its

social structure and spatial patterns of advantage and disadvantage, wealth and poverty, ethnicity

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Processes

Sydney is the most populous city in Australia, with the latest Bureau of Statistics Australian Census (2016) data indicating that 4,823,991 people reside within it (with 7,480,226 in NSW).

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Sydney - Two Cities?

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Perceived Differences Between the Two Sydneys

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	General	Physical Environment	People	Body
Western Sydney	Lack Outer Bad “Them”	Homogeneous Ugly Frontier Flat Hot Violent	Ignorant Poor Tasteless Uncultured Aimless Working-Class	Sick/Alcoholic Overeater Mentally Ill
Sydney	Excess Inner Good “Us”	Heterogeneous Beautiful Centre Temperate Compact Tranquil	Intellectual Wealthy Trendy Cultured Law Abiding Purposeful	Healthy Thin Balanced

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Processes

Whilst the spatial dimension of immigrants in Sydney shows a clear ‘cultural grouping’ throughout the city, the immigrant makeup of Sydney cannot be used solely to determine the differences between the east and west, as the widespread nature of immigration means that it is difficult to determine the clear-cut nature of the division.
While it is obvious that the LGAs with the highest proportion of youth (15-24 years old) who speak languages other than English (LOTE) reside within the west region, there is a remarkably high number of those who speak LOTE in the inner west, and even moving into the east.

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Processes

It is much easier to determine the difference between the east and west by looking at the socio-economic conditions of residents.

The north shore (north of the harbour bridge and north of the Parramatta river) and the eastern suburbs have the highest incomes (and are both generally home to the white, Anglo-Celtic and highly skilled).
The western and south-western suburbs have the highest concentration of non-English speaking immigrants and the highest rates of unemployment.

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Processes

There are obvious advantages and disadvantages to having such a cosmopolitan cityscape.

The cultural mix allows for a growth in cultural acceptance in many respects, and also a growth in interest in language, religious and social diversity.
It also allows for Government and community projects aimed at assisting migrant and non-migrant residents of Sydney.
Major artery road and transport links not only benefit spatial differences, it allows for a change in economic circumstances.

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Processes

It can be claimed that the disadvantages may include a clear difference between the ‘haves’ and the ‘have-nots’.
The high crime rates in the west which correlate with the high rates of unemployment means that the ‘haves’ and ‘have-nots’ mentality is exacerbated.

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Racism in Greater Sydney

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Processes

Western Sydney is not a ghetto of any sort, and it is imperative that people break the fibro house and checked flannel shirt view that they have of the west.
After all, like the east, the west is a complex and diverse social, economic, religious and cultural mix which will develop and grow.

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Teaching Strategies

Mapping:

Use online mapping tools to locate points of interest (TNC HQs, tourist locations, etc) and determine location in relation to the “two” Sydney idea.

Add layers using data from ABS re: income, age, ethnicity, etc.

Use food as an example of division and discuss opinions.

General:

Debate: Is Sydney really two different cities?
Research the “doughnut effect” and determine the various “bands” in Sydney.
PBL: prepare a new town plan for Sydney in order to create “one” Sydney with no divisions. Is this even possible?

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Evaluation

Please fill out the session evaluation form that can be found here:

https://goo.gl/SFUL9k

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