Live Export: Lesson 4 Geography, Yr 9

Live Export and Geographical Issues

In this lesson, students will investigate the economics of the Australian live animal export trade. They will delve into the impact this trade has on the environment, and have opportunities to evaluate the trade’s contribution to the country’s economy, including critical thinking and discussion about its viability. Students will use a range of resources to create an infographic on a geographical issue of their choice.

Time Allocation

50-100 minutes.

Voiceless Resources

Other Resources

Inquiry Questions

  • What impacts does the live export trade have on both the environment and the welfare of exported animals?
  • Which countries are Australia’s live export trading partners and how viable is the Australian live export trade?

Suggested Learning Activities

1. STARTER

What is Live Export?

Students watch the short Voiceless film: Live Animal Export Explained, as a quick introduction to the topic.

2. EXPLORE

a. Students read the Voiceless Fact Sheet, Across Land and Sea: Live Export Explained.

Questions For Understanding 

  • To which countries does Australia send live animals?
  • What are some of the reasons some countries import live animals?
  • Why do some Australians have concerns about animal welfare in the live export industry?
  • In what ways does the live export trade impact the environment?
  • What alternatives to the live export trade exist?

b. Using the Fact Sheet as a resource, students then complete the Voiceless Worksheet – Live Export and Geographical Issues.

Teacher Tip Icon

  • Reading could be done as a whole class, or in small reading circles. Attention should be paid to pages 4-6 and 26-33.

3. DISCUSS

The viability of the live export trade plays an integral part in the debate on whether the trade should be allowed to continue. Direct students to pages 26-31 of the Fact Sheet for a closer look at the debate for and against live export in Australia.

In pairs or small groups, students are to read and discuss the following two resources:

Following the discussion, ask students to write or record a short response which sums up their own views surrounding this issue.

4. SHARE

Research Task and Infographic

Students are to choose a geographical issue of their choice (related to the live export trade) and conduct independent research in order to use their findings to create an infographic on the issue. Environmental, economic and social factors should be taken into consideration.

Ideas for issues to explore:

Environmental:

  • The environmental impact of the live export trade. Tip: Students could also consider factory farming in their research.

Economic:

  • The viability of the Australian live export trade.
  • How might alternatives to the trade impact on the Australian economy? (Extension)

Social:

  • The reasons why there is a growing number of Australians who are trying to put a stop to live export.
  • The social factors of the live export trade such as investigating the associated ethical issues. (Extension)

Useful Resources

5. REFLECT

Students spend 5 minutes discussing their infographic with someone who looked at a different issue. Students provide their partner with some feedback using:

  • WWW – What Went Well…
  • EBI – Even Better If…

6. TAKING IT FURTHER / EXTENSION

Voiceless would be delighted to receive any completed student work to feature on the Voiceless website (student and parental consent required). Please email any work or feedback to education@voiceless.org.au.

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