Nelson Outdoor and Environmental

Studies 4 th Edition Marcia Cross

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N E L S O N

O U T D O O R &

E N V I R O N M E N T A L

S T U D I E S

V C E U N I T S 1 – 4

/ / /
MARCIA CROSS PHILIP HUGHES ANDREW MANNION
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National Library of Australia Cataloguing-in-Publication Data

Cross, Marcia, author.

Nelson outdoor and environmental studies / Authors: Marcia

Cross, Philip Hughes, Andrew Mannion and Leigh Park.

4th edition.

9780170401777 (paperback)

Includes index.

For secondary school age.

Outdoor life--Textbooks.

Conservation of natural resources--Textbooks.

Human ecology--Textbooks.

Hughes, Philip G. (Philip Graham), 1950- author.

Mannion, Andrew, author.

Park, Leigh, author.

Cengage Learning Australia

Level 7, 80 Dorcas Street

South Melbourne, Victoria Australia 3205

Cengage Learning New Zealand

Unit 4B Rosedale Office Park

331 Rosedale Road, Albany, North Shore 0632, NZ

For learning solutions, visit

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4 5 6 7 8 9 10 22 21 20 19 18
 Uses and meanings of common ter ms 3

ypes of outdoor
T onments
viren 16

Moti
ations
v for seeking outdoor exper iences 19

r eP sonal responses to outdooronments

viren 22

1
exper
Kno
wing, iencing andesponding
r to outdooronments
viren 27

Kno
wing outdooronments
viren 31

Safe par ticipation in outdoor exper iences 34

2 Influences on outdoor xeperiences 39

The influence of media portr

ayals on personal responses to outdooronments
viren 40

Codes of conduct

Planning interactions with outdooronments

viren 47

Factor s that affect our outdoor exper iences 55

e T chnologies used in outdoor environments 61

Risk in outdoor exper iences

DISCOVERING OUTDOOR ENVIRONMENTS

UNIT

3 Investigating outdoor envir

onments 68

Character istics of different outdooronments

viren 69

Recreational
understandings
users’ of specific outdoor enviornments 82

Scientific understandings of outdoor environments 85

Land managers’
understandings of specific outdoor environments 101

2
Indigenous
ArAustralian
tistic
, and histor ical under standings of specific

outdooronments
viren

4 Impacts on outdoor environments 113

Human activities and their impacts 114

Conservation activities

Commercial activities

Recreational activities

9780170401777
 l oP iticalement
mov sfromenvrionmentalaraw
eness 184

6 rivnenai09la1rtescuAnhistwoism
notniesptaihlsne R 188

Societalelationships
r with outdooronments
viren 189

Factors influencing relationships with outdooronments

viren 199

Social and political debates aboutonmental

viren issues 223

onmental
virEn politics
Australia
in

SUSTA I N A B L E O U T D O O R R E LT AI O N S H I P S

UNIT

7 Healthy outdoor environments 250

Sustainability and sustainablel edevopment 251

Observable character istics of healthy outdoorenviornments 263

The state of outdooronments

viren Australia
in toda
y 272

The impor tance of health

y outdooronments
viren 276

4
t oP ential impacts of enviornmental threats 282

8 Sustainable outdoor environments 290

Conflicts of interest
rev the
o uses of outdoor enviornments 291

Methods used to influence decisions about outdooronment

viren use 302

ocesses
Pr edfollo
win conflicts
er outdoor
v o onments
viren 305

Management strateg ies for health

y and sustainable outdooronments
viren 325

ne r ood t uo f o y t i l i b an i a t s u s dna t n eme g a n am e h t o s rt t n sdeonemcornt oia rvtlone e s t v c A 133

Actions to sustain health

y outdooronments
viren 337

GLOSSA RY

INDEX
 It is important you read these as ouy start each chapter, os you are erwaa of what is essential. to kno
w

(The teacherebsite
w also has a document intr
oducing each.)ea
ar of study

CASE STUDIES

Casestudiesandarticlesereal-life
giv scenar down
tios
.iteo atheoryTheyincludetext
omfrothersources.

C A S E S T U: DLOVE
Y BEL L S B E A C H

Declared the world’

s first ‘Surfingecr
ReationReserve’ in 1973, Bells Beach isecognised
r worldwide

asasacred surfing sanctuary

. The pilgrimage to Bells is as legendary as the cor
dur
oy lines and big

sweeping walls that grace the famous Bells Bowl during big autumn and winter swells.

U n f o r t u n a t e ,yl B e l l s B e a c h i s u n d e r s e r i o u s t h r e a t f r o m n e g a t i v e c o m m e cr i a l i m p a c t s a n d

d e v e l o p m e n t . T h o u g h B e l l s R e s e r v e i s p u b l i c l a n d , c o m m e cr i a l co a c h / b u s / m i n i b u s t o u r s are

b e i n g a l l o w e d t o f r e e l y u s e B e l l s R e s e r v e a n d t h e S u r f C o a s t S h i er h a s n o w b e g u n w o r ks t o c r e a t e

p a r k i n g s p a c e s f o r 5 c o a c h / l o n g ve h i c l e s a n d a or u n d 1 0 p a r k i n g s p a c e s f o r 2 2 - s e a t e r b u s e s i n

B e l l s c a r p a r k a l o n e . eV g e t a t i o n h a s b e e n r e m o v e d t o a l l ow c o m m e cr i a l t o u r v e h i c l e m o ve m e n t

w i t h i n t h e c a r p a r k a n d t h e r e i s g r e a t c o n c e r n t h a t t h e a l r e a d y i d e n t i f i e d p e d e s t r i a n a n d v e h i c le

traffic risks will increase.

Additional works outlined in Surf CoastsShir

’ e Bells Beach Surfing Reserve Coastal Management

Plan and Master plan (September 2010) include a designated parking area for 4–6 coaches in

Winki car park, no parking areas to ensure coaches can enter/exit the car park, construction of a

second toilet/change facility in Winki car park, concrete viewing platforms and photo/interpretation

billboards. The loss of car parking space forecr

eational
r surfers and other non-commer
cial visitors

to Bells will be significant.

The Surf Coast Shire areproceeding with works despite clear and Shir
e-acknowledged local

community opposition. If the worksearnot stopped now the pristine natural envir
onment andsacred

surfingresonance of Bells will be destr.oyedoerfver

A wilderness, in contrast with those areas where man and his works dominate the landscape, is hereby

EXTRACTS

ecognized
r as an area where the Earth and its community of life are un-trammelled by man, where man

himself isvisit
a orwhodoesnotemain.
r Anareaofwildernessisfurtherdefined tomeaninthisActanareaof

undevelopedfederal landetaining
r itsprimeval character andinfluence, without permanent improvements or

e W included
e hav somerecentextracts, withothers
human habitation, which is protected and managed so as to preserve its natural conditions and which:

1 Generally appears to have been affected primarily by theforces of nature, with the imprint of man’
s work

substantially unnoticeable;

referred to in our Lear Activities.

ning

2 Has outstanding opportunities for solitude or a primitive and unconfined type ofecr
r eation;

3 Has at least two thousand hectares (five thousand acres) of land or is of sufficient size as to mak
e

practicable its preservation and use in an unimpaired condition; and,

4 Mayalsocontainecological,geologicalorotherfeaturesofscientific,educational,scenicorhistorical

value.

The US Wilderness Act of 1964

9780170401777
 the infor mation for. later study

LEARNING ACTIV I T Y

Scaffold

A NYASLI N G A N D S Y N T H E S I S I NG GMO DEBAT E S

Find out about some of the debates concerning the development and use of GMOs. What people or

groups arevinloved in the debates? What earsome ofthearguments used by people andoups
gr who

areorf or against the ongoing development of GMOs?

By combining and synthesising some of the arguments, develop your owngument

ar s:

• in support of using GMOs

• against the use of GMOs.

NOTES FOR THE EXAM

chapters
In 5–8
(Units
these
and
4)notes
3section
appear
athe
awend
reinforce
ofattoour
arethe
ness
ofy

kywkeon ledge requirements oreyskik lsthatyou will need to know for the end-of-year exam.

N O T E S F O R T H E E X A M

Fortheexam,you should:

• knowsomeexamples of adaptations of plant or animal species that suit Australian conditions

• be able to connect at least one of the thr

ee ocnditions (biological isolation, geological stability and

climatic variation) to an envir

onment you have visited.
 FAS TACTS
F

F a s t f acts are non-examinab

which
le text,
are included just for interest.

FAS T AF C T

s ’ t I estimated

thataround 46%

YOUR STUDENT WEBSITE

of the world’
s

land mass is

rEev ything on your student website can be reached via

wilderness, but

com.au , usingyour logincode.

onlyabout 20%

Chapter 3 has a non-examinable ubt interesting worksheet on fires. T he first

of this is actually

protected as

three
chapters table
(scaffold)
oueayhav
foreach online,
in fill to yo prefer
. fi u These

designated

are mark
ed beside the learning
, activitywith a scaffold icon.

wilderness

Chaptersummary ervisioncardsforchapters5-8
wnloadable
do
ear PDFs. These

areas.

yo toemailed
reoybeeasy
smartphone
exams.
befor
can
urvision
fore ur ,Al t e r ely
nativ

yfoi u open the student website using your phone, and click the
s book’ ‘Resources’,

ouycanwnload
do .them directly

FEEDBACK

e W ouowetoyulodlcontact
v usifyou
eany
hav comments, suggestions or find any err
o r s. It is important

to us that this book is as useful as possible

. utJs email us at aust.secondary@cengage.com.

e hopeouyenjo
yWusing and lear ning with this book.

9780170401777
 Philip Hughes is Campus Manager
onthaggof Wi Secondar y College
, McBr ide Campus. He has taught

VCE Outdoor and Environmental Studies (and Outdoor Education) for 20 years and has eloped
dev

and implemented junior Outdoor Education prog rams at P–10 els.lev Phil has deliv
erd planning and

implementation of ofessional
pr elopment
dev sessions to teacher s VCE
of Outdoor and onmental
virEn

StudiesandhasVCAA
beenaStudy
member
Design
ofvireewandelopment
dev panels. A lthoughaquatic

vne orni ments are his personal our

fav ,eit he belesiev anywhere in the outdoors is a super ior l e a r ning

onment
viren than a classr
oom. Philes vli acr
oss the oadr omfrerloch
v In Main Beach, is mar r ied toennyP

Ella,
three
childr
has
–and
en enjoy
allwhoOscar
Holly
–and outdoors
the
probabl
…
morey does.
than
he

Andrew Mannion ork

edw as a Maths and Science teacher for ... a long time
. An early midlife cr isis

15 years ,ago and a passion for the outdoors, aws him learn to surf and snowboard and begin teaching

Outdoor and onmental

virEn Studies. He wno juggles his ofessional
pr time betw
een outdoor tr ips, Maths,

Science and figur ing outwhoto wr ite these booksomfr a surfboard.

Leigh Park has taught Outdoor and Enviornmental Studies for the past 15 years and designed and

implementedOutdoorEducationprog ramsacrossbothjuniorandseniorschoolsforthepast25yea r s . He

n presented
staattume
e,hasrous national
international
and
examination
run
conferences
preparation
hasand

sessions
teachers
forstudents.
and Outdoor
Envi
anbeen
andLeigh
ohas
rnand
mental
weStudies
ivrestate
r

VCAA assessor
a since 2004. He is particularly interested in making Outdoor and onmental
virEn Studies

an engag ing and interacti

e vsubject for students and teacher s. Leigh enjo
ys seaaking
yka and ubshw
alking,

especially tr ipswndoto Queenscliff with

azmin
Jhisoanna,
fJandamily:
.ook
Bre

viii
 EXPLORING

OUTDOOR

EXPERIENCES

Ar
ea of Study 1

Motivations for outdoor experiences

Chapter 1 (page 02)

Ar
ea of Study 2

Influences on outdoor xeperiences

Chapter 2 (page 39)

 environments (page 16)

• the range of motivations for seeking outdoor experiences (page 19)

• the range of differing personalresponses to outdoor environments, such,asapprfear

eciation, awe and

contemplation (page 22)

• a variety of ways in which peopleknow, experienceandrespond to outdoor environments:

– asaresourec, forecr
eation
r andadventure, spiritual connection and as a study site (page 27)

– through experiential knowledge,environmental history and ecological, social and economic

perspectives (page 31)

• therequirements for safe participation in outdoor experiences, such as basic first aid or the conditions

necessaryfor the safe conduct of specific activities (page 34)

KEY SKILLS

• plan for andeflect

r upon a range of practical outdoor experiences and anal
yseelervant information

collected during these experiences

• define and describe a range ofelervant terms

• anaysl e motivations for seeking outdoor experiences

• anaysl e ways in which outdoorenvironments can be known,xperienced

e andresponded to, by reflecting

on both personal experiences and the experiences of other people

• useappropriate practical skillsorf safe participation in outdoor experiences

‘Extractfrom the VCE Outdoor and Envir

onmental Studies Study Design 2018–22 (2017

© The Victorian Curriculum and Assessment Authority (VCAA). Used with permission.

2
Nature can be something, or some place, we observe.

Uses of the term nature

‘Nature’ is one of those ordsw that seems pretty simple – until e w e vha to actually come up with a

definition
it.for A what
ndseemed
common
beto sense
and
simple
have
astarts
to number
differ
ofent

aspects and becomes more complex.

The first thing to recognise with the‘nature’

ordw is that we use it in a wide var iety of contexts

and situations – including some where the meaning seems to change

, or at least be a little different

fromothers.

Thefolowing list esgivsome of the different contexts and uses of theord.w

• Human nature – a ter m used to talk about the innate qualities ofthe
humans;
that is,

character istics of our beha

viour
er bor
thate’wSome
n with.peopleysathat agg ession
r is human

natu, re or that sadness is human nature

This
. relates to the notion of something‘natural’
being

(whiche’llw discuss br iefly belo

w) –human
that is,nature is they ahumans
w naturally. are

• Natureersus
v nurture – the concept that refers to a common debate in the past few decades

r evo akey aspect of human lde

ev uopment:
oy r genetic makeup (nature)e rv sustheenvironment

uoy are raised in (nuNature

r ture)her
.e is tak
en to mean the genetic code that is found in your

cells andegovr nshowoy ur cells and body dev

elop and operate.

• Thelaws of nature – often discussed when talking about science andandph

ysics,
efer
r s to

descr iptions (often mathematical) of they athe

w physicalorld
and
works,
the
wy apar
w ts of the

physicaworld
l interactand
Y with,
relate, to each
oumaoteyhhheard
er.av ofsLaNe
wwton’
of

9780170401777
Nature can be a journey or an experience.

Onaroad,nature might be separatedom

fr us by the car window
, or we might walk thr
ough it.
 Many early human societies had belief systems based on a large number of gods, and it asw

common for the gods and of living things to be female

.

ancient
The
huge
collection
Greeks
agods,
hadof including
Zeus, A pollo
, o P seidon, A phorand
dite

manyother s, ellasaswtheMotherGoddess–Gaia. oFrtheRomans,

er ra. T Andean
ther
aseowFrthe

peoples of South
Ame r ica, there aswachamama.
P A nd some Indigenous
Australian communities had

the goddess Eingana.

For these cultures, the Earth goddesses usually created and nu r tured the ysica
ph l world and were

used to explain and understand the worldaround them.

MEANINGS OF NAT U R E

Therefor
,e aswe use the ter‘nature’m in a var iety of different syaw, this makes defining it .tr ickyBut

e wall kno
w what
er talking
it ise’e?t wdon’
about,

Nature
isprobably best thought of as theving
li things, the ecosystems and the processes that for m

them, and the places in whiche wfind all of these

. In essence
, whate wcall nature could also efer
r to

naturalvir
onments,
enwhich shall be discussed. shor tly

NAT U R A L , U N NTAU R A L A N D A R T I F I C I A L

Nature often comes in a kind of continuum – such as when e wtalk about something that is natural,

or something that is unnatural,

orenvesomething that is ar tificial.

Something that is natural is said to occur ‘out there’ somewhere or comes om

fr nature itself .

Unnaturalusually
Areferstoanobject
ocess
orpr that
humans
influenced
.ehav some
inrtificial,
wa
y at

the end of the continuum,

refers to things that arecreatedby humans.
In summary:

• Natural is easy enough to define – a eucalyptusan echidna

tree
, and a tropical rainforest are all

examples of natural things.

• Artificial isprobably just as easy to explain – a,car a computer or the aspartame chemical

ewes tener in a diet soft dr ink are all examples of artificial things.

• Unnatural gets a little trand the

ickier
, nor mal use of the ter m raises an interesting issue that

e’llw look at brThe intr

iefly
oduction
a littleoflater
.rabbitsAustralia,
the
into
oser garden in

orsomeone’
saont
wnhill
frdoard,y ski slope are all examples of unnaturalsince
things,
each of

these occur s only because of human impact in (or on) a par ticular place
.

An nietrgs debeat hta has ocur e r d ni ecrnt easr y si oarund hte eolpmendetv of ofod htat si

G( MO.)sogranmsi s moedif genyceliatgodlen ecdla si G–MOmaoedif genyceliatof exampel One

r cie ec(lda htsi becaues of wsti oel ycolu.)r Godlen r cie as w eng ednier ot niuclde , oetnebeat-car a

form of A,vatmi ni becaues of edcniefcsi ni manly e vgndeipo wodlr de.sit tI si mitesdat hta oarund

9780170401777
 By combining and synthesising some of the arguments, develop your owngument
ar s:

• in support of using GMOs

• against the use of GMOs.

Show yourguments
ar to a variety of differentpeople – friends, famil
, y classmates. Which argument

do they find more convincing? Why?

BEAUTY IN NAT U R E

s There’ a common view that ,nateur natural things and the natural world are beautiful. , ersvCnoely

anything that is unnatural or artifcial (created yb or modieifd by humans) is therefor consideder

not beautiful. T his view ymaell wexplain why so much human art attempts to reesprent, or is at least

, in.snapirutyeredb

Beauty can be found in natur

e in unlkielyobjects, such as the decay of man-made objects.
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