why is the Great Barrier Reef important to different groups of people?
The unit focuses on the following core learning outcomes from the Years 1-10 SOSE, Arts and Science Syllabuses: 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. 1.4 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 places. 1.7 Students design a game to match animals, people or plants to places. 2.4 Students use and make simple maps to describe local and global features. In Culture and Identity: 1.1 Students compare ideas and feelings about stories from different cultures. 1.3 Students gather information and record information about traditions, celebrations and cultural changes. 1.4 Students describe, draw, or enact how an important event might be perceived from another’s perspective. In Systems, Resources and Power 1.1 Students un
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. 1.4 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 places. 1.7 Students design a game to match animals, people or plants to places. In Culture and Identity: 1.3 Students share an understanding of how diverse families meet human needs of food, clothing and shelter. 1.4 Students gather information and record information about traditions, celebrations and cultural changes. 1.5 Students describe, draw, or enact how an important event might be perceived from another’s perspective. In Systems, Resources and Power 1.1 Students understand that the environment provides resources that meet our needs and they can conserve resources. 1.6 Students enact consequences of following and not follo
