Using climatic trends for sustainable agriculture
This activity provides opportunities for students to:
- consider the value of weather and climate information to inform management practices
- propose management strategies for resources based on these predictions
- use the Internet as a source of up-to-date information
- predict trends in climatic conditions as a result of El Niño or La Niña events.
Earth and Beyond
6.3 Students argue a position regarding stewardship of the earth and beyond, and consider the implications of using renewable and non-renewable resources.
- information on the Long Paddock website
- ‘Australia's Variable Rainfall Poster' relative to historical records 1890-2004
The poster shows a series of colourful maps providing a record of El Niño cycles in Australia 1890-2004.
Time: 60 minutes
- Accessing resources
- Interpreting data
- Discussing thinking
Before beginning, check that students understand the meanings of these terms:
- Southern Oscillation Index (SOI)
- El Niño
- La Niña
(These terms are explained at the top of the poster; or go to ‘Help’ on the Long Paddock website).
Students access the information available on the Long Paddock web site to complete this activity (or, alternatively, the poster can be used to access most of the information required to complete the activity).
Students use this information for the following activities (described in detail in the free activity sheet, Understanding Australia’s Climate):
- Describe rainfall conditions in the area where they live, at various times during the twentieth century.
- Describe trends in the Southern Oscillation Index during the 1990s and determine climate variability and when El Niño or La Niña conditions may have occurred.
- Relate El Niño or La Niña events to local events such as drought, flood, bushfires and fluctuations in animal and plant populations.
- Relate climate variability to adaptations of local plant and animal species.
- Describe farming practices that can cater for climate variability.
At the conclusion of the activity students brainstorm the implications of El Niño and La Niña effects for pasture and crop management.
Some questions that may prompt discussion include:
- What conditions do we associate with El Niño?
- What conditions do we associate with La Niña?
- How does drought affect pasture growth and rejuvenation?
- How might periods of heavy rain affect the soil?
- What implications does this have for cropping practices (e.g. what is grown, when it is grown, when it is harvested, etc.)?
- What precautions should be taken to ensure that pastures suffer limited effects from degradation as a result of their management during drought conditions?
Students may focus on the implications of El Niño/La Niña climatic variations for one particular aspect of land management. For example:
- Numbers of livestock on grazing properties
- Control of pest plants or animals
- Reducing risk from bushfires
- Control of soil erosion
Prepare a brief report or essay about how management practices might differ during El Niño/La Niña phases, or what might be done to prepare for climate extremes.
Gathering information about student learning
Sources of information could include:
- students’ completed activity sheets
- anecdotal records of students’ contributions to the brainstorming session
- students’ presentations.
Last updated 31 August 2010