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Suggested Teaching Sequence F

Section 5 Human Activities and the Environment

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Learning objectives Possible learning and teaching activities Expected learning outcomes

Students should learn Students should be able to

 the risk of renewable resources (e.g. timber) becoming a limiting resource.

 Ask students to suggest examples of renewable resources that have become limiting due to human exploitation.

 adopt appropriate attitude and practice in the wise use of natural resources.

5.1.3 The effects of agriculture

 deforestation as a means to clear land for agriculture and animal grazing.

 Collect newspaper clippings on cases of soil erosion and desertification as a result of land clearance, overgrazing and over-harvesting.

 point out the diminution of forest as an effect of agriculture.

 soil erosion as a consequence of inappropriate agricultural practices.

 the undesirable effects of chemical control of pests and weeds, and the excessive use of chemical fertilisers.

 state and explain the undesirable effects of certain agricultural practices on the ecosystem.

5.1.4 The effects of urbanisation and industrialisation

5.1.4.1 Land clearance and reclamation

 the impact of land clearance and reclamation (for residential and urban infrastructure development) on the environment.

 Carry out a case study to illustrate the effect of land clearance or reclamation on the environment.

 Debate on the pros and cons of the development of a local infrastructure.

 explain the ecological impact of land clearance and reclamation.

 analyse the pros and cons of urban and industrial developments on the ecosystem.

5.1.4.2 Pollution

 some major atmospheric pollutants (e.g. sulphur dioxide and particulates) and their effects.

 Search for information about the Air Pollution Index (API).

 Conduct a small project or investigation on atmospheric pollution (e.g. acid rain, global warming, greenhouse effect, lichen distribution as an indicator of air pollution by sulphur dioxide).

 state the major atmospheric pollutants and their effects.

 Identify the most air-polluted area in Hong Kong based on the available information from the Environmental Protection Department.

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Learning objectives Possible learning and teaching activities Expected learning outcomes

Students should learn Students should be able to

 global issues: ozone depletion, global warming and acid rain.

 Search for information and evidence on ozone depletion, global warming and acid rain.

 Discuss the controversial views of global warming.

 explain the causes and effects of ozone depletion, global warming and acid rain.

 state the roles of the individual in overcoming these problems.

 how inadequate treatment of sewage may lead to the deterioration of water quality and microbial hazards.

 Conduct a survey of a freshwater stream or seaside on the types, sources and effects of pollutants.

 Compare the oxygen content of clean and polluted water using data loggers or other means.

 Study the grading of beach water quality prepared by the Environmental Protection Department.

 explain the problems of inadequate sewage treatment.

 eutrophication and algal bloom.  explain the effects of eutrophication and algal

bloom on marine or aquatic life.

 some water pollutants (e.g. oil and detergent).  explain the effects of oil and detergent on marine

or aquatic life.

 the use of organisms as pollution indicators.  Show some indicator organisms found in polluted stream.

 Discuss the biological principles behind which some organisms can be used as pollution indicators.

 recognise that some organisms can be used as pollution indicators.

 Use data to review and assess the status of air and water pollution in local environment.

 assess the status of air and water pollution through data analysis interpretation.

 Read reports from different sources (e.g.

newspaper, TV, Internet) on a particular ecological issue.

 develop scepticism towards the reporting of ecological issues by mass media.

 Ask students to develop action plans to reduce environmental pollution.

 make justified decisions about environmental issues and to develop personal environmental ethics.

 formulate action plans to reduce environmental pollution.

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Learning objectives Possible learning and teaching activities Expected learning outcomes

Students should learn Students should be able to

5.2 Human responsibility for environmental conservation

 the concept of sustainable development and the need for the conservation of natural resources.

 afforestation in Hong Kong as a means of restoring degraded or devegetated land.

 the management of natural resources (e.g. fish, timber).

 Carry out a project on human responsibility for environmental conservation.

 explain the concept of sustainable development and state its importance.

 appreciate the need for the conservation of natural resources.

 develop a commitment to live an

“environmentally friendly” life.

 the recycling of wastes (e.g. paper, aluminium).  Search for information on the wastes recycling industry in Hong Kong.

 Ask students to cite examples of 4R: reduce, recycle, reuse and replace.

 state the importance of wastes recycling.

 the need to maintain biodiversity: conservation of wildlife and their habitats; ecological, aesthetic and moral considerations.

 Search for information on biodiversity and how it affects the life on Earth.

 Visit one conservation area in Hong Kong (e.g.

Nature Reserves, Sites of Special Scientific Interest (SSSI), country parks, marine parks, artificial reefs and Ramsar site).

 develop an awareness of the importance of maintaining biodiversity.

 the protection of endangered species in Hong Kong with reference to at least two of the following examples: Chinese White Dolphin, Romer’s Tree Frog, Black-faced Spoonbill, and Pitcher-plants.

 Show specimens or pictures of endangered species.

 Visit the Endangered Species Resource Centre of Agriculture, Fisheries and Conservation

Department.

 appreciate the need to protect endangered species.

 suggest ways to protect endangered species.

 show respect for life.

 the pollution control measures: sewage treatment, the control of agricultural wastes and industrial effluents.

 Visit a local sewage treatment plant.

 Ask students to propose a list of pollutants found in the effluents produced from a number of local industries or those of the Pearl Delta.

 explain how control measures can alleviate environmental problems.

 explain the principles of sewage treatment.

 explain the need to control agricultural wastes and industrial effluents.

 appreciate that science and technology is a double-edged sword in improving or polluting our environment.

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Learning objectives Possible learning and teaching activities Expected learning outcomes

Students should learn Students should be able to

 the relationship between economic development and conservation of the environment.

 Debate on the dilemma between urbanisation, industrialisation and conservation.

 consider various aspects to make logical and rational decisions on environmental issues.

 Research on some local examples which illustrate the conflicting interests between economic development and the conservation of the environment.

 apply problem-solving skills to resolve environmental issues.

 Create and then role-play a scenario in which a major industry in an area decides to move the factory to Mainland, rather than installing pollution measures which are mandatory and expensive. Roles can include factory owner, workers, spouses or children of the workers, government officials, local residents etc.

 appreciate that solutions to environmental problems involve contributions from many subject areas and compromise between different parties.

 the importance of environmental education and legislation.

 Discuss the existing policies on environmental conservation.

 appreciate the importance of environmental education and legislation.

 Find out the work done and the contribution of a variety of environmentally concerned groups in Hong Kong.

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