Publications

Module 6

• Introduction
• Objectives
• Workshop Outline
• Materials Required
• Further Reading
• Activities
• Overhead Transparancies
• Resources
• Readings

Investigating Coastal and Marine Environments Through SOSE

INTRODUCTION

This module provides guidance on the use of enquiry based teaching as a strategy for investigating coastal and marine environments through Studies of Society and the Environment (SOSE). In particular, this module focuses on the 'process' strand in SOSE which incorporates not only 'investigation' skills, but also those of 'communication' and 'participation'. These skills help students to study key questions, issues and problems in the coastal and marine environment not just as ends in themselves, but also as part of the process of becoming an active and informed citizen who is knowledgeable about coastal and marine issues and willing and able to work with others to enhance the quality of coastal and marine environments.

OBJECTIVES

The objectives of this workshop are:

• to promote an understanding of approaches to enquiry based teaching in coastal and marine studies, especially through the Key Learning Area of Studies of Society and the Environment;
• to develop an ability to evaluate approaches to enquiry based teaching and learning,
• to develop an understanding of the skills needed for enquiry based teaching and learning,
• to develop an appreciation of the barriers to the development of enquiry based teaching and learning, and
• to develop the ability to plan enquiry based teaching and learning for coastal and marine studies.

WORKSHOP OUTLINE

There are five activities in this workshop:

1. Introduction to the activity
   The introduction begins with an icebreaker activity followed by an overview of the workshop aims and outline. The introduction also includes a guided imagery exercise to focus participants on the characteristics of enquiry based teaching.
2. What is Inquiry Based Teaching?
   Workshop participants engage in an example of enquiry based learning. This is followed by a mini-lecture on models of enquiry based teaching and their appropriateness for coastal and marine studies. These models are then examined to identify their contribution to the "Investigation, Communication and Participation" strand of the Studies of Society and the Environment Key Learning Area.
3. Overcoming Barriers to Enquiry Based Teaching
   This involves participants working in small discussion groups to identify opportunities and constraints for teachers to develop enquiry based teaching in coastal and marine studies.
4. Planning Enquiry Based Teaching
   Participants then have the opportunity to work in small groups to develop an outline for an issue or enquiry based unit related to their teaching in coastal and marine studies.
5. Conclusion
   The workshop concludes with a summary of the major workshop themes and a review of the workshop objectives identified in the introduction.

MATERIALS REQUIRED

A. Provided

Overhead Transparencies
OHT 1:	Workshop Objectives
OHT 2:	Workshop Outline
OHT 3:	Enquiry Based Environmental Education
OHT 4:	Environmental Education and Action
OHT 5:	A Learning Process for Enquiry Based Environmental Education
OHT 6:	Four Enquiry Questions
OHT 7:	A Five Step Process for Exploring Issues
OHT 8:	Objectives of Coastal and Marine Studies
OHT 9:	The Process Strand in SOSE
OHT 10:	Skills Students Need for Enquiry
OHT 11:	General Characteristics of an Effective Teacher
OHT 12:	Characteristics of an Effective Teacher as an Enquiry is Developed
Resources
Resource 1:	A Guided Journey
Resource 2:	Guided Journey Discussion Guide
Resource 3:	Catchment and Coastal Pollution
Resource 4:	Pollution Events
Resource 5:	Newspaper Reports on Pollution
Resource 6:	Questions on Pollution Events
Resource 7:	The Process Strand in SOSE
Resource 8:	Evaluation Matrix
Resource 9:	Opportunities and Constraints
Resource 10:	Enquiry Unit Planning
Readings
Reading 1:	A Process for Addressing Environmental Issues

B. To Obtain

Activity 1B:	Marking pens and chart paper
Activity 1C:	Relaxation tape ( optional)
Resource 2:	for each small group of 4-5 or facilitator prepared slide presentation
Activity 2:	Cut up sufficient copies of Resource 4 and place them in envelopes so that there is one set for each 4-5 participants
Activity 3:	Resource 9 one for each small group Three - four A4 or A5 sheets of paper or cardboard for each small group. One thick marking pen per group Tape or bluetack
Activity 4:	Resource 10 enlarged to A3 size for each small group and paper

FURTHER READING

Fien, J. and Paden, M. (1994) The Australian Teacher's Guide to World Resources, Griffith University, Brisbane, Module 9.

Gough, N. (1992) Blueprints for Greening Schools, Gould League, Prahan.

Naish, M., Rawling, E., and Hart, C. (1987) Geography 16-19: The Contribution of a Curriculum Project to 16-19 Education, Longman, Harlow, UK.

Pennock, M.T. and Bardwell, L.V. (1994) Approaching Environmental Issues in the Classroom, National Consortium for Environmental Education and Training, University of Michigan, Ann Arbour.

ACTIVITIES

 

1. Introduction

A. Introductions in Pairs

• A novel way of getting everyone introduced is to get someone else to do it. The first step in this activity is for participants to find a partner. If there are uneven numbers organise for one group of three. The participants are then given three minutes each to find out something unique or interesting about their partner related to their interests or experiences in coastal or marine environments.
• Participants then introduce their partner to the whole group. If the group is very large it might be necessary to break into smaller groups of around ten people.
• This activity will help you, as the facilitator, establish the participants' backgrounds and to introduce yourself to the group.
  

B. Workshop Overview

Introduce the workshop as 'Investigating Coastal and Marine Environments through Studies of Society and Environment'. Using a brainstorming technique, ask participants to identify what they expect from this workshop. Record responses on a board or chart (retain a copy of these expectations as an evaluation tool). Identify the objectives of the workshop and how this relates to the expectations participants listed for the workshop. A suggested workshop outline and objectives are detailed on OHT 1 and OHT 2.

C. Guided Journey

The guided journey activity asks participants to relax and take a tour of a variety settings where coastal and marine studies may be taught. This tour will form the basis for participants to discuss their understanding of what enquiry based teaching looks like. It is important to carefully prepare the participants to engage in the guided journey. As the facilitator you will need to gauge whether it would be best for the group to participate in the guided journey seated at a desk, lying on the beach or floor, etc. It is very important that participants feel comfortable. You will require a very quiet location. It might also be appropriate to play soft relaxation music as a background for this activity.

Depending on the situation, facilitators may find it useful to collect a set of slides or photographs of a variety of coastal and marine studies settings. This slide presentation could replace the guided journey text included as Resource 1.

• Ask participants to find a comfortable location seated on a chair, lying on the floor, seated on the floor, etc.
• Read the guided journey text (Resource 1) aloud to participants (or introduce the slide presentation).
• After the guided journey (or slide presentation), divide participants into small groups to discuss the questions provided on Resource 2.
• The participants re-form as a whole group to discuss the following:
• What types of teaching and learning should be used for coastal and marine studies?
• What examples of enquiry based teaching are in the guided journey?
• How much preparation time is required to develop coastal and marine studies activities such as those described in the guided journey (or slides)?
• How did participants feel about the guided journey technique? Could a guided journey be a useful teaching strategy in coastal and marine studies?

This activity will allow participants to focus on some of the key concepts to be developed in the workshop. This activity provides a focus for participants to consider what they think enquiry based teaching involves.

2. What is Enquiry Based Teaching?

This section consists of four activities. Activities A and B involve participants in a classroom activity (and debriefing) based on a catchment and coastal pollution issue. Activity C is a mini-lecture which outlines a number of approaches to enquiry based teaching for coastal and marine studies. Activity D asks participants to evaluate these models of teaching and learning against the process strand in the Studies of Society and Environment Key Learning Area.

A. Sample Activity: Catchment and Coastal Pollution

• Indicate to participants that the best way to explore enquiry based teaching is to experience it.
• Divide participants into groups of 4-5 people. Give each group:

  • a copy of the map in Resource 2

  • an envelope containing Resource 3 cut up into small slips. Each slip describes an event that has occurred in the catchment or coastal areas on the map in Resource 2
  • the newspaper reports in Resource 4
  • the questions in Resource 5
• Ask participants in each group, in turn, to select one slip and to:
  • read it aloud to the group;
  • identify the corresponding location on the map in Resource 2;
  • identify the corresponding newspaper report in Resource 4; and
  • answer the questions in the table (Part 1) of Resource 5.
  Note to Facilitators: Group members could be allocated the roles of Group Cartographer (to be responsible for Resource 2), Group News Librarian (to be responsible for Resource 4), and Group Secretary (to be responsible for Resource 5).
• When all the steps from the envelope have been analysed (as above), and the table in Part I of Resource 5 completed, ask each group to develop answers to the "Synthesizing the Data" questions in Part II.
• Compare the groups' answers in a general discussion and seek to bring out the following generalizations:
  • The catchment of a river often drains into a large area of land and anything that happens there can drain into the sea.
  • Catchment and coastal pollution is a complex problem because there are so many different kinds and sources of pollution.
  • Because pollutants travel downstream to the coast or into inland drainage basins, it is impossible to keep coastal areas clean without dealing with catchment pollution.

B. Debriefing

Use the following questions as the basis for a debriefing following the activity. It will be important to point out that action was not developed in this activity due to time constraints.

• How did you feel about the activity?
• Would you describe the activity as enquiry learning? Why or why not?
• What are the strengths of this approach to teaching and learning?
• What are the weaknesses of this approach for teaching and learning?
• Could a variation of this activity be used with students you teach?
  

C. Mini-Lecture

The purpose of this mini lecture is to provide participants with a theoretical background for inquiry based curricular appropriate for coastal and marine studies. A suggested sequence follows using OHT 3-8 and Reading 1. Reading 1 is for the workshop facilitator, but could be provided to the participants as a background or follow-up reading. Use the experiences of participants from the previous activity to highlight points and provide examples throughout the mini-lecture.

• OHT 3 introduces the notion that enquiry learning strategies are considered 'best practice' in coastal and marine studies.
• OHT 4 makes the point that environmental education is important because students need to be able to identify and undertake actions that address the solutions to coastal and marine questions, issues and problems.
• OHT 5 outlines the five phases of enquiry learning identified by Noel Gough. This provides participants with background knowledge of an enquiry learning process for students.
• OHT 6 outlines a suggested set of four enquiry questions to structure in the development of an enquiry based teaching unit.
• OHT 7 is a Five Step Process for Exploring Issues. The Five Step Process for Exploring Issues is described fully in Reading 1. This provides another approach to the development of enquiry based teaching.

Do enquiry or issue based teaching strategies achieve the goals of coastal and marine studies? Use OHT 8 to remind the group of the objectives of coastal and marine studies from Module 1. Ask the group whether the "Four Enquiry Questions" on the "Five Step Process for Exploring Issues" could achieve the objectives of coastal and marine studies. It would be useful for participants to have copies of OHT 6-8 for this discussion.

D. The Process Strand of Studies of Society and Environment

This activity relates to enquiry learning to the process strand of the Studies of Society and Environment (SOSE) Key Learning Area

• Display OHT 9 which identifies the three process objectives of Investigation, Communication and Participation. Use Resource 7 as a basis for explaining the dimensions and significance of these three process objectives to learning in SOSE.
• Explain that the models of enquiry outlined in the previous section correspond with these three process objectives in SOSE. Distribute a copy of Resource 8 to each group and ask them to match the steps in the "Four Enquiry Questions" and "Five Step Process for Exploring Issues" approaches to the three SOSE process objectives.

3. Overcoming Barriers to Enquiry Based Teaching

When considering enquiry based teaching it is important to consider both the opportunities and constraints teachers can encounter. These will differ for each individual teacher due to a variety of factors including personal concerns, lack of support structures, and issues related to lack of time, equipment and space within the curriculum. This activity needs to be general to suit the needs of specific situations. The facilitator will need to use their understanding of the context of teaching during this discussion.

• In small groups participants brainstorm a list of the opportunities and constraints they see for the development of enquiry based coastal and marine studies. Participants can base this discussion on their experiences of enquiry learning from the catchment and pollution activity and other examples given during the workshop. Resource 9 can be used for recording. Ask each group to nominate its top three opportunities and constraints and record these on individual sheets of chart paper.
• Reassemble as a group. Each group should report back with its top three opportunities and constraints. Use tape to attach these to a wall or whiteboard. Ask the group to consider whether these opportunities can be categorised in any way. For example, are there common constraints related to school structures such as timetables? Are there issues related to resources etc.?
• Each group should then develop a chart of ideas, on ways to overcome barriers to the development of enquiry based teaching. Participants may be able to make suggestions from their experiences within schools.

4. Planning Enquiry Based Teaching

In small groups participants consider the development of an appropriate enquiry based unit. Participants may decide to form groups based on year levels taught or topic areas of interest. Resource 10 uses the "Four Enquiry Questions" model as a general outline to guide group planning (it is suggested that Resource 10 be enlarged onto an A3 sheet). Alternative general outline sheets can be developed by the facilitator or participants. Depending on the time available, each group may report back on its planning.

5. Conclusion

To conclude the workshop, you may wish to use the following points:

• Review the approaches to enquiry based learning suggested in this workshop (OHT 5 and OHT 6).
• Reflect on the need for these approaches to achieve the goals of coastal and marine studies (OHT 8) and the process strand of SOSE (OHT 9).
• Highlight the need for teachers to consider the opportunities and constraints they face in their teaching so students can develop skills such as decision making, facilitation skills, critical thinking and conflict resolution. Teachers should be encouraged to develop ways of overcoming constraints.
• Enquiry based learning is a teaching strategy that allows students to develop a variety of skills for participating in the solutions for environmental problems.
• Take the opportunity to reflect on the workshop expectations participants identified in the introduction and discuss whether these expectations have been met. Use OHT 1 and 2 as prompts to seek comments on the strengths and areas for improvement related to the workshop structure, aims and teaching strategies. These reflection could form the basis for the revision of this workshop for the future.

OHT 1

Workshop Objectives

• To promote an understanding of approaches to enquiry based teaching and learning in coastal and marine studies, especially through the Key Learning Area of Studies of Society and Environment.
• To develop an ability to evaluate examples of enquiry based teaching and learning.
• To develop an understanding of the skills needed for enquiry based teaching and learning.
• To develop an appreciation of the barriers to the development of enquiry based teaching and learning.
• To develop the ability to plan enquiry based teaching and learning for coastal and marine studies.

OHT 2

Workshop Outline

1. Introduction
   1. Ice Breaker
   2. Workshop Overview
   3. Guided Journey
2. What is enquiry based teaching?
   1. Activity: Catchment and Coastal Pollution
   2. Debriefing of Activity
   3. Mini-Lecture
   4. The Process Strand of SOSE
3. Overcoming barriers to enquiry based teaching
4. Planning enquiry based teaching
5. Conclusion

OHT 3

Enquiry Based Environmental Education

Much of what is generally regarded as 'good practice' in environmental education is a result of students being encouraged to respond to their own concerns or curiosity to investigate and act upon an environmental problem or issue.

OHT 4

Environmental Education and Action

Environmental education needs to develop students as active democratic citizens who collectively and individually can take action for a healthier environment. Students need awareness, knowledge, attitudes and skills for participating in the solutions to environmental problems.

OHT 5

A Learning Process for Enquiry Based Environmental Education

1. Learning originates in a challenge
   After becoming aware of demands, constraints, pressure, and/or needs, students reach a state of puzzlement, tension, discord and expectation. At this point students may feel challenged to enquire.
2. Preparation for the task
   The problem is defined or redefined. Students gather resources and work out what they need to know and do. They consider the problem, imagine, try to predict, work out what they already know and/or assess their ability to succeed.
3. Searching
   They may then need to extend their previous knowledge; so they 'have a go'. They question, select, rehearse, talk over, narrow the field, sort, discard, shape hypothesis, and so on.
4. Trying out our solution
   Eventually students settle on a possible solution and try it out. This is where they may make errors and/or have success, and decide to modify, consolidate and reassess their plans.
5. Reflection
   Then students need to consider how they achieved what they set out to do. They reflect, confirm, see where to improve, plan new things, celebrate and evaluate.

OHT 6

Four Enquiry Questions

1. Description
   
   • What is the question, issue or problem?
   • Who does it involve?
   • Where is it?
   • Why does it occur here?
2. Evaluation
   
   • What is the significance of this question, issue or problem to my life, the local community, my nation, and/or the world?
   • How have factors in the past influenced it?
   • How might it be seen by different people?
   • What conflicts of interest are there?
   • Who gains? Who loses? Who decides?
   • How are the relationships between people and the natural environment affected?
   • What are the relationships between people and other phenomena?
3. Reflection
   
   • Are these relationships desirable?
   • What happens if these relationships are altered?
   • What are the alternatives?
   • How can these be evaluated?
   • Who gains and who loses from different decisions? Why?
   • Who decides? Why?
4. Action
   
   • What change, if change is thought to be desirable, should be introduced?
   • How can we bring about change if we, or others, think it is desirable?
   • Who could we contact to discuss action projects?
   • What action should we take?

OHT 7

A Five Step Process for Exploring Issues

OHT 8

The Objectives of Coastal and Marine Studies

To develop:

• an awareness, appreciation and understanding of the marine environment and the need for its conservation;
• environmentally responsible attitudes;
• a commitment to work for change that would promote the conservation of the coastal and marine environment;
• a wide range of skills and behaviours for successfully tackling coastal environmental problems;
• the ability to actively contribute to planning and management processes; and
• a high level of commitment to future management programs.

The sustainability of marine and coastal systems depends on 'Australians knowing about the marine environment, recognising threats to it, wanting to care for it, and learning the skills to look after it.'

OHT 9

The Process Strand in SOSE

1. Investigation
2. Communication
3. Participation

OHT 10

Skills Students Need for Enquiry

1. Decision Making
   Students need to be able to make appropriate decisions according to each situation. This might include choosing appropriate decision making strategies, such as: consensus, majority rule, two- thirds majority and secret ballot.
2. Facilitation Skills
   Students will learn these skills from their teacher role model. Students can begin to use and build upon these skills by facilitating group discussions as part of the enquiry process.
3. Critical Thinking Skills
   Students need to engage in higher level thinking skills, considering both the factual and values components of information. One example is the careful consideration of the source of information and possible bias.
4. Conflict Resolution
   Enquiry learning often involves issues that are controversial. Students need well developed communication skills to assist them to deal with conflict.

OHT 11

General Characteristics of an Effective Teacher

Effective teachers:

• Are sensitive to students' needs. They listen to students' concerns with complete attention. They respect students' feelings and, particularly with young people, err on the side of caution regarding their emotions.
• Consider students' developmental levels needs.
• Create a learning process where students feel a sense of investment, ownership, and empowerment. They consider how they can share authority with their students.
• Develop a support system of people, such as administrators, colleagues, interested parents or community members, to guide them when teaching about controversial issues.
• Are enthusiastic about the learning process, the projects the students are doing, and about life in general!

OHT 12

Characteristics of an Effective Teacher as an Enquiry is Developed

• They have well-articulated goals and rationales. They encourage parents and others to voice their questions and concerns.
• They share what they know about an issue but also acknowledge what they do not know. They encourage class efforts to look for answers.
• They teach complexity and try not to protect students from it. They recognise the difficulty of complexity, even for adults.
• They teach multiple perspectives and explore alternative views on issues. They use disagreements between perspectives to spur further clarification and research.
• They are aware of their own feelings and opinions about an issue. They make it clear to students what their views are and that it is okay if other people disagree (especially students).

Resource 1

A Guided Journey

Make yourself comfortable ... make sure you are in a position where you can comfortably relax for the next five minutes ... you will need to relax ... close your eyes... make your mind go blank ... think only about breathing in and out slowly ... breathing in to the count of 1 2 3 and out 1 2 3, and in 1 2 3 out 1 2 3... now your mind is blank ... and you feel relaxed ... you feel very calm and relaxed ... slowly you are becoming conscious of a bird call ... the bird is quite a distance away from you ... now it is coming closer ... it is getting louder ... there are other birds now ... it is early morning on the beach ... you realise that you are able to float around and take a close look at everything ... float up to the tree tops and sit with the birds for a while... then you hear the voices of children ... they are laughing and enjoying themselves ... you can see what they are doing ... but they cannot see you.

The children look like they are having breakfast ... there are about three groups ... you notice there are four adults with the children ... the children look about twelve years old ... one group of students are chatting over their breakfast ... Jenny says ... "how far do we have to walk today?" ... all David could say was ... "a long way' ... Bill wanted to know why all Year 7 camps have to have such a long walk along the beach ... John was preoccupied with checking he had enough food and water to last ... the students, teachers and two parents set off for their walk ... the students had no idea where they were going ... except that this is what everyone does on Year 7 camp... you walk along ... they walk very quickly and stop only occasionally for everyone to have something to eat ... there isn't much time to look ... the children all seem intent on carrying their backpacks and making it to the place where they will sleep that night...

You decide to float away from this scene ... you move high up into the clouds ... then back down again ... you can see from the sky a school ... you float down and find a Year 10 class ... you take a seat on the window ledge to watch ... the room has thirty single desks in it ... the desks are arranged in five rows of six ... the students are all sitting quietly writing in their notebooks ... they are writing down the information from the blackboard ... the teacher talks now and then ... they seem to be writing down information about what a wetland looks like ... they will soon have to draw a picture ... three students up the back of the room are distracted by something happening outside ... they are told to get back to work ...

You decide to move on to the noise that distracted the students... this room looks really busy ... these are Year 5 students sitting in small groups reading things and really discussing issues ... they are arguing a lot and justifying their reasons for saying things ... each of the groups had a different role ... as tourists, councillor, developer, an ecotourist, local residents and so on ... each group has to justify whether an on the coast should be rezoned for development ... the teacher is talking to different groups as they ask questions ... some students are now leaving the room to go to the library to find out some information ... another student is going to make a phone call to clarify a detail ... these students will soon have a public meeting to discuss the issue ... this is a simulation of a similar case that has happened in the local area ... they will use this study to highlight the things groups do in response to environmental issues. This room looked really interesting ... but you need to move on ...

You decide to visit a junior science class ... you go to their normal lab ... they aren't there ... then you see them making their way down to the local stream ... follow them down ... they are going to test the water because they are concerned that the new industrial estate has been dumping things into the stream and it flows into the sea ... some of the students used to swim in the stream and now they say it smells funny ... they have organised a range of tests to do today to check out the situation and then decide what they can do about it ... the teacher has helped them decide what tests to do and how to analyse the results ... she helps them keep track of where they are going ... Karen says "our teacher is great because she always makes sure we choose a few things to do well rather than heaps of things half done" ... Jill says she wants to go to the council and tell them all about what they find out ... "they need to know that this is happening and we need to work out how to stop it ... it will take us a bit of time to get all the information we need before we can go down and see them".

Well its time to go now ... back up to the sky and nothingness ... then you will come back down ... you can see me ... you can see where we are ... settle yourself ... you are conscious of where we are ... you slowly open your eyes and see the other participants.

Resource 2

Guided Journey Discussion Guide

In small groups discuss the following questions:

1. If you were a student, which class(es) would you like to be in? Why?
2. As a teacher, which class do you think might take the most time to prepare for?
3. Which class would you like to teach? Why?
4. What makes the learning different between these classes?
5. In which class(es) do you feel the teacher was using enquiry-based teaching? Why?

Resource 3

Catchment and Coastal Pollution

Resource 4

Pollution Events

1. Tests reveal high lead levels in the soil of a central riverside residential district.
2. Another major fish kill has been reported in a river that has suffered from agricultural toxins before.
3. Community effort has resulted in a large unspoiled tract of mangrove and marsh being protected as a wetland reserve.
4. The collision of two ships results in a large unspoiled tract of mangrove and marsh being protected as a wetland reserve.
5. State and Federal politicians are in dispute over the continued dredging and clearing of mangroves for an island resort.
6. Unacceptable high heavy metal contamination was still present even after a mining company's creek bed clean-up.
7. A research team from two universities has made significant advances in the bacterial treatment of sewage.
8. The collapse of a major urban sewer has, for the second time, caused heavy contamination of the receiving river and nearby beaches.
9. The removal of trees and natural bush has left this island with severe soil salinity.
10. The pilot research project of an artificial wetland to treat effluent has been so successful that others have been started.
11. Ballast water being pumped from the bilges of visiting ships has introduced several unwanted species into our waters.
12. A large cargo ship breaking up in rough seas off the coast has poured fuel oil into the sea.
13. Sewage plants at well sites are discharging wastes into rivers and fish kills are being reported.
14. The reduction of koala habitat continued as forest only meters from trees occupied by koalas was pushed over to create housing lots.
15. A criminal investigation into alleged organised dumping by industry of toxic wastes down storm water drains has been initiated.
16. Water reclaimed from sewage has been successfully used to grow trees in an arid area thus reducing pollution and producing a valuable product at the same time.
17. Pollution, overuse and poor management are destroying many Australian rivers.
18. A bright orange strong acrid smelling pollutant flowed from an urban storm water drain into the local creek for over an hour.
19. A major city applying only primary treatment to its sewage has polluted its own beaches with fecal coliforms.
20. The fishing industry is fighting a plan by a pulp mill that wants to pump its toxic wastes into the sea.

Resource 5

Newspaper Reports on Pollution Events

1. Tests Find High Lead Levels. Silt under Brisbane's Storey Bridge has tested positive for high lead levels resulting in some Kangaroo Point residents having precautionary blood tests. A spokesman for the Environment Minister said there was no immediate evidence of a major health risk (Courier Mail, 13 October 1994, p.3)
2. Dead Fish Prompt River Poison Tests. The Mary River poisoned once before with endosulfan, a chemical used in agriculture, has been poisoned again. The kill reported by residents of Cambroon took place in one of the few remaining deep holes in the drought affected river (Courier Mail, 21 November 1994, p.3).
3. 700 hectare Wetland Reserve. In Boondall in Brisbane, community energy, organisation and commitment culminated in the 1990 declaration of an unspoiled area of tidal flats, salt marshes, mangroves, melaleuca forest and grass lands as a reserve, thus saving it from development.
4. Spencer Gulf Oil Spill. On 30 August 1992, upper Spencer Gulf, South Australia suffered the largest oil spill in the state's history when, as the result of a collision at Port Bonython, 295 tonnes of fuel oil escaped from a tanker into the shallow gulf waters and ultimately the tidal creeks of the opposite shore. The area is the home to a significant scale fish industry and a nursery for prawns (Saltfish, 17(2), 1992, pp. 4-6).
5. Controversy Again! The Federal Government and the Queensland State Government are locked in a bitter dispute and an 11th hour decision to allow or stop further mangrove clearing and channel dredging for a Hinchinbrook Island resort development (Courier Mail 17 November 1994).
6. Toxin at MIM Clean-up Site. A chemist has reported that levels of lead and cadmium were still unacceptably high after a clean-up operation in a river bed situation leaving creeks and gullies contaminated (Courier Mail, 8 July 1992).
7. Team Takes Bugs Out of Sewage Treatment. A team from the University of Queensland and Latrobe University studying bacterial diversity has made advances that could revolutionise the treatment of sewage and prevent extensive environmental damage every year (Australian, 22 February 1995, p.25).
8. Collapsed Sewer Wreaks Havoc. For the second time in recent months a major sewer has collapsed in the Melbourne metropolitan area causing heavy contamination of the Maribyrnong River and pollution of inner city bayside beaches (Australian Environmental Review 1992, 7 (11) p.6).
9. Kangaroo Island South Australia. Extensive soil salinity is directly related to excessive removal of native trees and bushes. Large tracts of the Pilbara region in Western Australia suffer such extreme erosion that only bedrock is left (Beale, B. and Fray, P. (1990) The Vanishing Continent, Sellers Pty, Kenthouse, NSW).
10. Wetlands Used for Treating Effluent. The successful use of an artificial wetland started at Ingham, Queensland, as one of several pilot projects researching the treatment of effluent. The project started in 1993 and is now treating approximately 30% of the city's output (Queensland Government, DPI Integrated Catchment Management).
11. Ballast Water: The Scourge of the Oceans. At least 14 exotic species have arrived in Australia in ballast water and other micro-organisms such as viruses, protozoans and various bacteria are yet to be tested for but may very well be present in ballast water discharged into Australian waters (Bonny, B. Australian Quarantine and Inspection Service, 1994) .
12. Stricken Carrier in Oil Spill Crisis. The Iron Baron ore carrier breaking up off the coast of Tasmania is among our worst marine disasters as her fuel oil pours into the sea (Australian, 12 July 1995, p.1).
13. State Pollution Shame. Well-site sewage plants being run outside licensing requirements are discharging waste into Queensland's rivers and estuaries. Fish kills were becoming regular events (Courier Mail, 25 March 1995, p.1).
14. Koala Habitat Threatened by Tree-felling say Locals. Bulldozers were knocking down trees within 50 metres of koalas to provide property blocks for 35 homes on land approved by the Redland Shire Council (Courier Mail, 15 August 1991, p.12).
15. Toxic Dumps Bribe Probe. This is the first major investigation into organised environmental crime in Australia and involves the dumping of toxic waste down storm water and sewage drains in south-east Queensland. It is reported that truck loads of up to 17 000 litres of waste materials are dumped into the drainage systems (Sunday Mail, 21 February 1993, pp. 1 and 4).
16. Forest Project Turns Tide on Sea-bound Sewage. A woodland on Adelaide's dry northern plain is surviving on water that has been reclaimed from city sewage. The project is being assessed to decide if thousands more hectares should be planted. It is an attempt to reduce the nutrient-spurred algal destruction of the sea grass habitat due to effluent discharge (Australian, 25 July 1992, p.l0).
17. Death of a Lifeline. Pollution, overuse and poor management are killing Australian rivers (Australian Weekend Review, 21 May 1994, p. 3)
18. Norman Creek Pollution. A bright orange liquid with a strong chemical smell was witnessed flowing from a drain outlet into Norman Creek for an hour and a half. The drain runs under an industrial area in East Brisbane (South Eastern Advertiser, 12 July 1995, p.1).
19. Dirty Surf: Fecal coliforms are present on Sydney's beaches from the city's sewage that receives primary treatment only. Both the fish and oysters show heavy metal contamination (New Internationalist, No. 136, 1992, p. 25).
20. Fisherman Concerned for their Catch. A plan for a $60 million ocean outfall pipeline that would pump a projected 3000 tonnes of organo-chloride pulp mill effluent off the north coast of New South Wales is meeting stiff resistance from the fishing industry.

Resource 6

Questions About the Pollution Events

Part I: Use the following table to analyse each of the events shown on the map in Resource 3.

Event Number	Question 1 Area Affected?	Question 2 Effect on Environmental Quality?	Question 3 Degree of Impact?
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.

Part II: Synthesising the Data

1. How many different kinds of pollution are entering the sea?
2. How many different sources of pollution can you identify?
3. Which instances of water pollution are accidental?
4. Which events might have the most effect (i) on the catchment, and (ii) on the coast and sea?
5. Which upstream events affect downstream and coastal environments?
6. How do upstream events affect downstream and coastal environments?
7. What can be done to protect water quality at the wetlands? At the beach?

Resource 7

The Process Strand in SOSE

Investigation, Communication and Participation

In studies of society and environment, students investigate human relationships and the way humans interact with environments, constructed and natural, in different places and times. They learn that these investigations involve points of view and assumptions about human nature and environments, all created and modified by personal experience, and that these are always present in both the investigator and the investigated. Students learn the techniques of inquiry used in various disciplines to conduct reliable investigations. They come to understand, use and respect the skills of critical and creative thinking and of decision-making and problem-solving. These understandings and skills are applicable beyond the classroom.

Students come to use a variety of learning styles and choose from an expanding range of ways to think and act. As they learn more and think about what they have learnt, their perceptions are refined and reappraised through the use of the central ideas and methodologies of social science disciplines.

Students are encouraged to develop the attitudes and habits on which effective investigation, decision-making, problem-solving and participation depend. These include: independence of mind; willingness to suspend judgement and to tolerate uncertainty; fairmindedness and integrity; respect for differences and alternatives; habitual consideration of personal motivations, assumptions and points of view and an acceptance of their fallibility.

The values, attitudes, skills and knowledge described in this strand develop students' ability to plan and implement appropriate social action.

Investigation

Students gradually build up the skills involved in research, processing data and in interpreting or applying findings. In the early years of school, planning an investigation includes reviewing and reflecting on what is known, identifying and describing the problem or focus of investigation, devising questions and considering various perspectives and value positions on the problem, issue or study.

This is a foundation for predicting possible solutions to the problem, constructing hypotheses, considering other approaches to inquiry, and designing suitable methods for gathering and organising information. Sources of information are assessed for their authenticity and credibility.

Since their investigations may be carried out in groups, students should be able to negotiate roles and responsibilities, clarify goals and resource needs, and identify time-management issues and organisational requirements.

In the early years, students gather and interpret data by listening and responding to stories, oral histories and accounts, and by using all the senses to observe. As they progress, they learn to compare and classify information and to interpret sources such as surveys, maps, charts, diagrams. They weigh information by distinguishing between fact and opinion, seeking corroboration, judging the credibility and relevance of information, and identifying the values, biases and points of view it contains.

Communication

Communication skills using spoken, written, graphic and statistical forms are essential in this learning area. Students become skilful in interpreting, using, producing and conveying messages. They learn about the workings of the media in modern societies and use a range of communication tools and genres typical of the learning area, understanding the power and potential of each.

Students learn to interpret and present ideas and information in forms particular to the field of study. Examples are artefacts, documents, models, tables, charts, maps and essays. They learn to use information technology and the media both as sources of information and means of communication. They also explore the value of literature and the visual and performing arts as a means of communicating ideas and understanding the viewpoints of others. Skills in speaking and writing about public or civic matters and the skills of democratic social action are also developed.

Participation

Students' approaches to investigation include participatory and collaborative efforts. They come to recognise that these approaches are necessary for effective learning and are vital in democratic decision-making. Students need to see the relevance of these skills to their own lives and futures and become confident participants in making decisions and solving problems in their groups. Students analyse their personal responsibilities, identifying their roles in collaborative work in school. They practise ways to identify and overcome problems and resolve conflicts.

Resource 8

Evaluation Matrix

SOSE Process Strand	Four Enquiry Questions	Five Step Process for Exploring Issues
Investigation
Communication
Participation

Four Enquiry Questions

1. Description: What and Where?
2. Evaluation: How and Why?
3. Reflection: What Effects?
4. Action: What can be done?

Five Step Process for Exploring Issues

1. Choose an issue
2. Define a problem or issue
3. Search for a solution
4. Evaluate options
5. Take action

Resource 9

Opportunities and Constraints

1. In small groups brainstorm a list of opportunities and constraints for teaching enquiry based coastal and marine studies.

   Opportunities	Constraints

2. Now select for your group the three most important opportunities and constraints from your brainstormed list.

   Opportunities	Constraints
   1. 2. 3.	1. 2. 3.

Resource 10

Enquiry Unit Planning

Enquiry Question or Topic: __________________________

Enquiry Questions	Activities	Resources
Description
Evaluation
Reflection
Action

Reading 1

A Process for Addressing Environmental Issues

To incorporate environmental issues in our classrooms we need to recognise some basic characteristics of environmental issues.

• Environmental issues are complex. Their elements and ramifications can be economic, social, cultural, scientific, and political as well as environmental.
• There are usually more than two sides to an issue; often, there are multiple perspectives.
• It takes more than facts to understand environmental issues. It also requires understanding for the context, seeing the problem from various perspectives, and exploring possibilities.
• There is rarely only one way to resolve an environmental issue.
• Solving environmental issues is an ongoing process - as we progress toward positive change, we encounter new challenges and more information.

Of the many ways for teachers to approach environmental issues with their students all are reflected in the simple, fundamental problem-solving process described in the next section. By following this process, teachers are less likely to be subjected to accusations of bias and indoctrination, because their students will have explored several dimensions and discovered how to make careful decisions.

Five Step Process for Problem Solving

Most complex problems are solved with the same basic steps. Once learners have selected an issue for focus (Step 1) they must define the problem if they are to understand it fully (Step 2). When they have in-depth understanding of the nature of the problem and different viewpoints, they can consider a variety of solutions (Step 3). They need to analyse and evaluate those options (Step 4); this sometimes creates an interplay between creating solutions, evaluating them and recreating them. The final step, Step 5, is to put that idea into practice to contribute to some type of actual change.

These steps are shown in OHT 7.

Teachers need not start at the beginning of the process and stop at the end. Good programs and solid educational opportunities may involve fewer than five steps or may jump and skip among them. The following examples illustrate this flexibility:

• Teachers who focus on an issue-investigation process, involve students in Step 2, Define a Problem.
• Teachers who instill hope from analysing success stories involve students in Step 3, Search for Solutions, and Step 4, Evaluate Options.
• Teachers who empower students with an action-taking process involve students in Steps 2-5: Define, Search, Evaluate and Act. They could have begun the process by evaluating existing alternatives and then going back to collect more information.

Using the entire five-step process can also be appropriate to current trends in education reform, which emphasise problem solving and critical thinking. This emphasis reflects the growing awareness that students need to be able to assess and manage information to more creatively handle and solve actual problems they will encounter. These skills are built into the five-step model.

Step 1: Choosing the Issue

The first step in addressing an issue is choosing an appropriate one to investigate. Students often need guidance on how to best choose an issue to investigate. The list below offers some options.

Generating Ideas to Pursue

• Identify student concerns
• Review local newspaper stories for one month
• Brainstorm and rank ideas
• Tour the neighbourhood
• Interview other students
• Ask parents of other adults.

Choosing an Issue

• Vote with two-thirds agreement
• Vote with simple majority
• Vote with simple majority but record the minority opinion
• Allow students to lobby each other, then vote
• Reach 100 percent agreement
• Use artwork to explore feelings about issues.
• Examine the issue against established criteria: time, interest, access, complexity, significance etc.

Issues often present themselves, as well. For example, three students from one primary class may have seen a television show on the depletion of the dugong. They shared their concerns with their teacher, and that issue become the focus of a group project. In another case, a teacher who was teaching a class on environmental issues learned about an upcoming plan to limit highrise development on the foreshore. She offered the topic as a possibility for the class to study. Together, they discussed the reasons for and against choosing that issue and identified what it would take to study the issue in depth. The students voted to go ahead, and they ended up making presentations. Even though the teacher presented the idea, the decision was left up to the students.

The process for deciding upon an issue can set the tone for the entire experience. If the teacher selects the issue, students might not be very interested in it unless it is relevant to them or they see why it is important. When students pick the issue, the teacher needs to help them choose one they can take on with some measure of success: one that coincides with their capabilities and resources. In either case, students need to make an investment in their problem. Ultimately, they will realise insights to contribute to addressing the problem.

Step 2: Defining the Problem

Although the ultimate aim of problem solving is coming up with a solution, the problem-definition phase is extremely important; good solutions require a solid understanding of the problem. Until students have experience, they may have trouble focusing on the problem definition. Instead, they will want to get to work on a solution. They may find it frustrating not knowing what to do next and being told "Don't worry about solutions, yet!" in order to pursue a more systematic analysis. Stress that this step is necessary and should not be slighted for the more glamorous steps of choosing a solution and taking action.

Teachers will know the problem is well-defined and understood if the students can:

• identify the organisations and groups with an interest in it;
• explain how those groups perceive the problem and what assumptions they made about it;
• identify the values and social interests that sustain the group's involvement in the issue;
• identify their own interests and concerns about the problem or issue; and
• understand the issue well enough to be able to frame it in several ways based on different assumptions and perspectives.

The process of defining the problem will ultimately require gathering information from several resources, clarifying biases, challenging assumptions and thinking critically about the consequences.

Step 3: Searching for Solutions

Searching for solutions involves understanding alternative views and the range of alternative solutions. It requires time to understand the scope of a problem and to experiment with several solutions. It means encouraging great creativity and then going back to the definition stage to learn more about what that solution might entail. This often happens by giving examples and exchanging ideas.

Additional Criteria Teachers May Want to Consider

• What skills do students need to address the issue?
• Do these skills match curriculum objectives?
• What level of complexity are the students ready for? Can this issue be explored in a way to match this level of complexity?
• Can the issue be adequately addressed in the time we have?
• What is the probability of success if students try to take action?
• How meaningful is the issue to the students?
• What is the teacher's role information provider, facilitator, adviser? What skills does the teacher need to play these roles?

We often become 'stuck' when we cannot see other solutions. Examples, analogies, and practice can help build the skills for creative thinking. Teachers may encourage students to move from searching to defining several times as more information leads students to consider new potential solutions. Students may also develop a personal vision of how the issue can be resolved and negotiate a consensus view of the future with classmates. This provides students with an opportunity to imagine what kind of future they would like with regard to this issue, and how they can work toward it. This can also be a powerful way to work at the problem definition.

Searching for solutions can occur at two levels: identifying broad solutions to an issue (such as international agreements to protect whales and identifying solutions to which the class can contribute (publicising brand that are 'dolphin friendly' way. In both cases, students can gather and generate ideas from things they have read, people they have talked with, and their own good thinking.

Step 4: Evaluating Options

Once students identify a range of solutions, teachers can help them consider the constraints and possibilities of each and the values and interests they serve. Here are some questions you can use to direct this process.

• What are the values and interests served by each solution?
• What possible outcomes does each solution hold?
• For each solution, what constraints might stand in the way of the desired outcome?
• Is the solution win-win or win-lose?
• Who gains and who might lose from each solution?
• Do the solutions directly relate to the problem as the students defined it?
• To which solutions could the class make a meaningful contribution?
• What resources and time would be required?

At this point the role of the teacher is to support students in the evaluation process. One method is to provide a structure for evaluating the options. For instance, the teacher's questions can guide written work, small group discussions, and oral reports. Another form of support is encouragement. Answering these questions can be hard work even many adults have not learned how to evaluate solutions well, Imagery through examples is also helpful. Finally, teachers should give students adequate time and explain that it takes practice to learn to evaluate solutions.

Step 5: Taking Action

Taking action has to do with understanding what types of changes are possible to resolve the problem, how one can contribute to these changes, and, if appropriate, doing so. The five steps each involve different skills. For instance, the problem-definition step requires critical reflection and analysis; identifying and evaluating solutions involves looking at possible outcomes; taking action involves students in bringing certain possibilities to life.

Teachers and students can be involved in the action-taking step in personal, educational, or political ways. You can increase students' understanding of the breadth of possibilities by using these examples to give them some imagery:

• Students can share what they learned with others.
• Students can make personal commitments to contribute to a solution.
• Students can help other organisations work toward environmental change by raising money, distributing flyers, putting up posters, or surveying the community.
• Students can conduct direct action projects in their school or community with assistance from teachers.

The following guidelines are especially useful for teachers involved in community-based action projects.

• Allow students to 'own' the process as much as possible. Ask them what they need and how you can help. Ask questions such as 'Have you considered ' rather than just issuing directions.
• As much as possible, let students facilitate meetings and decisions. Use the action project as an opportunity for them to learn and practice key organising skills.
• Encourage students to consider who might disagree with them, and ask these people to speak to them. Listen to their concerns and consider them while solutions are being evaluated.
• Realise that students are not always realistic about time. When they identify a project, help them think through the tasks and responsibilities involved.
• Remember that the process is as important as the product. Students with a narrow view of success may have quite a few disappointments in store. If you give them time to work through differences of opinion, the groups' efforts will be stronger.

What if the personal, educational or direct-action approaches do not seem appropriate for a particular group? The teacher can still use other strategies: providing imagery about how students could take action, sharing information about adult and youth groups, that have taken action to effect change, or having the class offer support to established groups working to effect change.

However teachers choose to accomplish it, the action step is a powerful way to move students' feelings about critical environmental issues from hopelessness to despair to hope and possibility. Young people can be influenced by simply knowing there are adults and other youth working to solve problems and create positive change. Teaching have a responsibility not to leave young people in despair about their future. The action step also lends itself to the ultimate goal of environmental education: learning how to participate in resolving environmental issues.