Topic: Geology along the Rode RAGE route

VELS Links

Level: FourDomain Dimension StandardsScience Science at work Students analyse a range of science-related local

issues and describe the relevance of science to their own and other people’s lives. They explain how sustainable practices have been developed and/or are applied in their local environment.

They design and build a simple model of a geological feature and write an account of the science that is central to explanation of the model.

Geography Geographical knowledge and understanding

At Level 4, students identify and describe Australia’s significant natural processes. They describe the reaction of people to these processes including the management of natural disasters including erosion. They compare the various ways humans have used and affected the Australian environment. Students recommend ways of protecting environmentally sensitive areas in a sustainable way. They provide examples and evidence based on their inquiries.

They use geographic language to identify and describe the human and physical characteristics of local and global environments depicted by different kinds of maps, diagrams, photographs and satellite images.

Geography Geospatial skills At Level 4, students use atlases, street directories and town plan maps to accurately describe the distance, direction and location of places in Australia. They identify features from maps, satellite images, and oblique photographs. They use simple mapping conventions such as title, scale, north point and legend.

Communication Listening, Viewing and responding

At Level 4, students ask clarifying questions about ideas and information they listen to and view. They develop interpretations of the content and provide reasons for them.

Communication Presenting At Level 4, students summarise and organise ideas and information, logically and clearly in a range of presentations. They identify the features of an effective presentation and adapt elements of their own presentations to reflect them.

Links to Rode RAGE

Over a few weeks students will work both in groups and individually to study Geology along the Rode RAGE

route. They will identify and research some of the different geological features along the way. They will

present their information in a variety of methods such as posters, reports, group projects, etc. They will follow

the live webcast, and interact via email with the Rode RAGE team in order to gain a greater understanding

about geology along the route.

Teacher Background Information

The topic of geology along the Rode RAGE route can be approached by investigating the geological

features in the surrounding areas. Such geological features include: Mataranka Thermal Pools, the Devils

Marbles, Uluru, the Olgas, and the Murray River. Focus on each of these different types of geological features

will paint the diverse canvas that is outback Australia. Geology is defined by the Macquarie Dictionary (4th

edition) as “the science that deals with the earth, the rocks of which it is composed, and the changes which it

has undergone or is undergoing”. It investigates the planet’s soil and rocks.

Mataranka Thermal Pools is located 110 km south-east of Katherine. There are many natural

springs in the area due to the tropical climate, but Mataranka Thermal Pools is the most well known of all the

springs. The spring water originates from the groundwater reserves and is forced to the surface by the excess

pressure that the wet season brings to the area. The water is maintained at 34 degrees Celsius and provides

travelers with the perfect destination to unwind. The pools are surrounded by paperbark and palm trees, and

this provides the ideal habitat for many varieties of waterbirds and a large population of Little Red Flying-foxes

(Northern Territory Government, 2007).

The Devils Marbles are to be found 390 km north of Alice Springs. The Marbles are thousands of

round boulders, balanced on top of one another, covering 1828 hectares of land either side of the highway.

Each boulder is made of red granite rock, and varies greatly in size, but the average size is 4 metres high and

from 13 metres to 33 metres wide (Uluru to Kakadu, 2009). For the Aboriginal people, the Devils Marbles has

particular significance in their creation story. The indigenous people believed the boulders were the Rainbow

Serpent’s eggs that had become fossilised. These fossilised eggs are the granite rocks that we see today

(Rivera, 2009).

Uluru and the Olgas are perhaps the two most well known geological features in outback Australia.

They are both known as monolith rocks meaning that the rock that can be seen at the surface is only the tip of

the rock and the remained stretches for a few kilometres underground (Tourism NT, 2005). Uluru is located

440 km south-west of Alice Springs. Uluru is made of arkose, grained sandstone which has hardened after

years of erosion. The Olgas, 40 km west of Uluru, are made of conglomerate, a gravel content which contains

pebbles, cobbles, boulders, sand and mud. The make-up of the rocks and the position of the sun results in

both rocks appearing to have various colours at different time of the day. Both rocks were originally mountain

ranges which have experienced severe erosion to the point where they are all that is left (Department of the

Environment, Water, Heritage and the Arts, 2009). Both rocks hold immense importance for Aboriginal people

and there are several creation stories regarding the rocks. Therefore today conservation of the rocks is

important and the Northern Territory Government is taking steps towards conserving these natural wonders

for generations to come.

Erosion is an important aspect to look at when researching Information about Geology. Erosion

refers to the wearing away of soil and rocks. When the soil and rocks are broken up they move from one place

to another. Erosion can often be a significantly slow process which can sometimes take up to millions of years

to occur. Humans are a big contributor in speeding up the natural process of erosion which frequently causes

it to become a problem (Stille, 2005). For example when humans cut down trees the natural process of

erosion is sped up as the soil becomes loose and can easily be blown or washed to other places. As erosion

involves the topsoil of the land being removed, ultimately when it occurs we loose the part of the ground that

contains the most nutrients, therefore we loose the most fertile part of the land. Some of the different ways

that erosion can take place is due to the cause of Water and/or wind. There are several types of soil erosion

some of which include: sheets and rill erosion, gully erosion, mass movement and wind erosion (Planet earth,

2009).

Current research by a University of Michigan geologist shows that human activity is causing up to

ten times as more erosion of continental surfaces than all natural processes combined. It is important to

understand that erosion is not only a natural process but it can be significantly sped up by human activities. In

knowing this we need to be aware of the land and how to minimise our human impacts to erosion.

Aims and Outcomes

Ability to use mapping skills and atlases in order to discover the Rode RAGE route

Show an understanding of ‘geology’ and have the ability to identify geological features along the route

from Darwin to Melbourne

Demonstrate a cooperative and productive work behaviour when working individually or in group

situations

Present a research project in a creative and interesting way in relation to Geology along the Rode

RAGE route

Display knowledge of different topics related to Geology e.g. erosion, rock formations

Conducting the Project in the Classroom

Step 1: Introductory Lesson

Begin the lesson with an introduction to Rode RAGE. Talk to the children about it and find out what

they may already know. Discuss what Global warming is and why it is important that we are more

aware of it and how we can try to make a difference.

You may like to set up the live webcast of the Rode Rage event. This will be a great way for the

children to become interactive and involved in their learning. Inform the students if they ever have

questions during the lessons, they are encouraged to send instant messages across the internet to the

Rode RAGE Team who will do their best to answer any questions people have. You may like to begin

every lesson with the live webcast and that way the students can really get a feel for the

surroundings/environment along the route.

Introduce the topic of Geology along the Rode RAGE route. You may need to begin by firstly talking

about what Geology is as many children may not have a great understanding. Look at the route that

the team will be taking. Identify the pit stops and begin to look at the main geological features along

the way.

Get the children to look in atlases and discover the route that the team will be taking. Provide the

students with blank maps of Australia and ask them to mark down the main stops onto the map. This

may be done in groups or individually. You may choose to enlarge the maps if done in groups. You

might even decide to give the children blank posters on which they will firstly need to draw Australia.

Once the students have identified the main pit stops ask them to record on their map some of the

main geological features that the team will pass on their way from Darwin to Melbourne.

Some geological features they may look at can include:

-The Adelaide River

-The Murray River

-Uluru and the Olgas

-Devils marbles

-Wangi Falls

-Mataranka Thermal pools

-The Tanami desert

-Coober Pedy – opal capital of the world

-Other..... e.g. National Parks etc

Step 2 – Thermal Pools Lesson

During the Rode RAGE event the students swim in thermal pools. Introduce the topic and investigate

children’s prior knowledge of thermal pools. Brainstorm ideas on the board. Conduct an investigation

into what thermal pools are, how they are formed, and the types of places that they will be found. This

could be done as a whole class activity or in small groups.

Using the recommended websites, children could research information and pictures about the

Mataranka Thermal Pools. Add the new information to the original brainstorm so the children can see

all the concepts related to thermal pools.

Tell the student they will be designing their own map of a Thermal Pools Resort. To clarify with the

children what is expected, show an example of a mapped design. Children should include: The thermal

pools, accommodation, flora and fauna, road access, toilet/change room facilities, and any other

ideas… Encourage early finishers to design a name and logo for their resort.

At the end of the lesson allocate a few students time to correspond with the Rode RAGE students via

email. Encourage the students to ask questions and make comments about the work they have done

that day because that should correspond with the stage of the journey the students are completing.

Steps 3 and 4 – Rock Formations Lesson

It is recommended that this lesson be completed over two lessons. During the Rode RAGE event the

students visit various rock formations including the Devils Marbles, Uluru, and the Olgas. Since these

three places are visited in a matter of days, they could be covered together in two lessons.

Form children into groups. Allocate each group one of the rock formations to research. The children

should include in their research: A profile of the rock formation including general information, what

the rock is made of, how it was formed, etc; Aboriginal significance and any dreamtime stories;

impacts of natural and human intervention, how and why the rocks need to be conserved, and what is

being done now.

Using the information the children have already gathered they will design a conservation poster

answering the question: “If you were in charge of conservation, what would you do?” Encourage

children to make their posters as creatively as possible.

Again if the students finish early encourage a few of them to email the Rode RAGE team in order to

discuss rock formations.

Step 5: Erosion Lesson

Prepare a lesson on erosion. Get the students thinking about what erosion is, how it occurs and how

we can minimise human impacts to erosion? Look at the geological features from previous lessons

along the Rode RAGE route and discuss as a class where erosion has occurred.

In groups ask the students to research different areas along the route that have been impacted by

erosion. Was it natural or as a result of humans?

Have the students write a research report of their findings.

Some examples of the areas that Groups may research are:

-Uluru – the preventative strategies that have been put in place to minimise human impacts,

natural erosion. Compare the original conditions to the current conditions. National parks and

implemented sustainability practices

-The Murray River – bank erosion - frequent changes in flow and therefore water

level.

You may like to take the children on a small excursion or outing to areas that have evident examples of

erosion. Get the students thinking about the causes of erosion and where it occurs? Is it all a natural or

process or are there other factors that lead to erosion?

Step 6 and 7: Summary Lessons

To conclude the lessons about geological features along the Rode RAGE route, you may give students

the opportunity to form groups and choose their favourite topic to research in more depth.

This may take place over a few lessons as a group project where students need to research their topic

and present it in an interesting way. Some ideas may be sculptures, posters, information booklets,

movies etc.

Encourage the students to be creative and explore lots of different ideas of how to creatively relate it

to geology.

The students will need to present their assignments to the class and take turns in sharing their project

Further Information for Students to Research

Here is a list of websites, resources and children’s literature which are useful in researching geology along the Rode RAGE route and/or information about global warming:

About Australia. (1997). Mataranka Thermal Pool. Retrieved from http://www.about-australia.com/travel-guides/northern-territory/katherine/attractions/historic-site/mataranka-thermal-pool/

Australian Government: Land and water Australia. (2009). Monitoring Wind Erosion in Australia. Retrieved August 16, 2009, from Australian Government website: http://lwa.gov.au/products/pn21482

Baker, W., Haslam, A.(1993). Make it work! Earth. Australia, RD Press

Department of the Environment, Water, Heritage and the Arts. (2009). Geology. Retrieved from http://www.environment.gov.au/parks/uluru/nature-science/geology.html

Lu, H., Prosser, I, P., Gallant, J, C., Priestley, G., Stevenson, J, G. (2003). Predicting Sheetwash and rill erosion over the Australian continent [Electronic version]. Australian Journal of Soil Research, 41(6), 1037-1062.

Morgan, S (2002). Science at the edge: Global warming. Great Britain, Reed Educational and Proffessional Publishing Ltd.

Northern Territory Government. (2007). Mataranka Thermal Pools. Retrieved from www.nt.gov.au/nretas

Planet earth. (2009). Erosion in Australia. Retrieved August 20, 2009, from Kidcyber Wedsite: http://www.kidcyber.com.au/topics/erosion.htm

Rivera, L. (2009). The Devils Marbles. Retrieved from http://goaustralia.about.com/od/nt/a/devilsmarbles.html

Stille, D, R. (2005). Erosion: how land forms, how it changes. Minneapolis, Minnesota, Compass Point Books.

Time for Kids. (2009). Special Report: Global Warming. Retrieved August 19, 2009, from Time for kids website: http://www.timeforkids.com/TFK/specials/articles/0,6709,1113542,00.html

Tourism NT. (2005). Destinations / Uluru Kata Tjuta & surrounds. Retrieved from http://en.travelnt.com/explore/uluru-kata-tjuta.aspx

Travelmall Australia. (2005). Mataranka Thermal Pools. Retrieved from http://www.australia.travelmall.com/travelmall/attraction/Darwin,+Kakadu+and+Katherine+(NT)/Mataranka+Thermal+Pools

Uluru to Kakadu. (2009). Devils Marbles. Retrieved from http://www.uluru-to-kakadu.com/devils-marbles.php

UNEP World Conservation Monitoring Centre. (1995). Uluru-Kata Tjuta National Park. Retrieved from http://www.unepwcmc.org/protected_areas/data/wh/uluru.html

UniServe Connections. (2008). Australian Landforms. Retrieved from http://science.uniserve.edu.au/school/quests/ozlandforms.html

United states Environmental Protection Agency. (2006). Climate change – Kids Site. Retrieved August 20, 2009, from EPA website: http://epa.gov/climatechange/kids/gw.html

Wayoutback Desert Safaris. (2009). Information about Uluru / Ayers Rock and Kata Tjuta / The Olgas. Retrieved from http://www.wayoutback.com.au/Uluru-(Ayers-Rock)/What-is-Uluru-.aspx

Yallop, C., Bernard, JLR., Blair, D., Butler, S., Delbridge, A., Peters, P., Witton, N.(2004). Macquarie Dictionary.(4th Edition). Australia, The Macquarie Library, Pty Ltd.

Zevenhuizen, A. (1998). Natural Phenomena: Erosion and Weathering. London, New Holland Publishers Ltd.

Student Worksheets Attached

Worksheet 1: Blank Map of Australia

What to look out for on the Rode RAGE Webcast

The different surroundings and land conditions between Darwin and Melbourne

Evidence of factors that may contribute to current land conditions along the route e.g. population

Some of the Geological features that were identified in class