The current and future impacts of climate change on housing, buildings and infrastructure, accounting for the full range of projected climate scenarios, having regard to matters, including:. However, on 16 Octoberthe Senate granted an extension of time to report until 27 March On 13 Februarythe Senate granted a further extension of time to report until 27 June A final extension to 13 August was granted by the Senate on 25 June The date for receipt of submissions was 16 Augustalthough the committee received and considered submissions after that date.
The public submissions and transcripts of evidence are available on the committee's website at www. Chapters 2 to 10 provide an overview of the evidence provided to the committee.
Members of the committee have expressed their views in additional comments attached to this report. Readers should refer to the submissions for details of the research relied on for the evidence presented to the committee as noted above, the public submissions are available on the committee's website.
Introduction 1. Acknowledgement 1. Structure of the report 1. Chapter 3 considers how improved understanding of climate risks can support risk management and effective climate change adaptation. Chapter 4 examines the implications of climate change for approaches to urban and coastal planning, including planning for sea level rise, addressing the urban heat island effect and managed retreat. Chapter 5 discusses how climate change is influencing developments in the markets for insurance and property finance.
Chapter 6 focuses on the risks climate change presents relating to residential and commercial buildings, including the resilience of buildings to extreme weather events and heat stress from unsafe internal temperatures.
Chapter 7 addresses the implications of climate change for transportation infrastructure and the infrastructure used for water supply, sewage treatment and energy. Chapter 8 considers the implications of climate change for the buildings and infrastructure relied on for health care, aged care, education, tourism and public recreation. Chapter 9 discusses the overall approaches taken by the Australian, state and territory governments regarding adaptation planning and policies to improve the resilience of infrastructure to climate change.
Whether current legislative and institutional arrangements within government are appropriate for responding to climate change risks, the coordination of government policies on climate change, and the approach taken to increasing the resilience of infrastructure following natural hazard events are particular areas of focus. Chapter 10 outlines specific issues local governments face in responding to the threats climate change presents to buildings and infrastructure.
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Kelp Forest Teacher Resources
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Chapter 6 mapping kelp forests inquiry activity answer key
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A Dozen Elepsi Suns 7. Candlelight 8. Cordially Invited to Dinner 9. A Reference Fit to be Tied The Family Tree Expecting the Worst Give To Light Epilogue: Assessment of Primary Sources. If there was be a silver lining to this situation, it was that it firmly reminded Amanda that she was lucky she never achieved her childhood dream of joining the Tellarite Language Corps.
Amanda asked Wyna what that particular pattern meant. Amanda made a mental note to add the example to her data for the Universal Translator project. Delegate Chis either hated Amanda or just hated everything Amanda said, it was really difficult to tell the difference.
She got the distinct feeling that Chis did not trust her. Amanda attempted explaining-- in both Standard and Tellar-- the limits of her role, but Chis fumed and argued and addressed her grievances with Amanda. She was much more comfortable as an observer, not an instrument of the participants.
There was another highlight, a secondary and surprising one. Amanda had acquired a temporary dinner companion, something she had desperately missed since leaving Earth.It is too easy to create or access your own library, just enter your email and make your search easy. Every time you find something useful, you can save that using the bookmark tool.
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Biome — large region characterized by a specific type of climate and certain types of plant and animal communities. Each biome is made of many ecosystems. Climate The main factor that determines what plants can grow is climate — the weather conditions.
Temperature, precipitation, humidity, wind. Tropical rainforests Characteristics: -Located in a belt around the equator. When the habitat goes so do the organisms that live there… and not just plants and animals, native people live there too.
The plants of a deciduous forest grow in layers - tall trees in the canopy, small trees and shrubs cover the understory. Plants are also adapted to withstand and survive seasonal changes. Animals in the temperate forest use the plants for food and shelter. Moose, hares, foxes. With even less rainfall they change into dessert and tundra. In these types of biomes, there may be less species diversity compared to forestsbut there may be more individuals of each species.
They have a wet season and a dry season. Predators feed on the grazers. Most have kids during the wet season when food is abundant. Grazing animals bison and burrowers prarie dogs live there.
Characteristics: - Hot summers and cold winters. Located on the interiors of continents where too little rain falls for trees to grow. Like the prairies of north America. Hot temps in the summer make them susceptible to fires. Threats — farming and overgrazing. Leads to soil erosion and loss of fertility. Plants — low-lying evergreen shrubs and small trees that grow in dense patches. Leathery leaves retain water, and flammable oils promote burning.
Animals — good at camouflage. Mule deer, quail, lizards, chipmunks. Threats — human development for commercial and residential use. Desert Characteristics: - Area that receives less than 25 cm precipitation per year - has little or no vegetation - Extreme temperatures - often located by mountains since mountains block rain clouds form getting there.
Plants — have adaptations for obtaining and conserving water. Can store water, go dormant, have special root systems.Kelp Forest Change If incorrect, please navigate to the appropriate directory location. See more testimonials Submit your own. Get 10 Days Free. Showing 1 - 37 of 37 resources. Lesson Planet. For Teachers K - 12th Standards. This unit is so cool, you won't be able to "kelp" yourself! Teachers and Get Free Access See Review. For Teachers 6th - 8th.
Students discuss concept and specificity of habitats, both marine and terrestrial, list similarities and differences in the habitats of a kelp forest and a terrestrial forest, compare types of organisms that occupy corresponding types of For Teachers 6th - 8th Standards.
New Review There otter be a better way.
As a class, groups work together to create a food web based on the organisms in the kelp forest. Budding scientists watch a video on the kelp forest to see how the organisms create a food web and hear about Students research and create a marine food web to learn about plants and animals in a kelp forest. In this marine food web lesson, students draw lines between kelp forest predators and prey and show the flow of energy in the food web For Teachers 4th - 8th.
Few people get to visit Alaska's Glacier Bay, and fewer yet go underwater to explore its kelp forest. Through this presentation, viewers get to do just that!
In the process, they learn about the simple structure of kelp and the diverse New Review What forest is in the ocean? The class watches a video that introduces the kelp forest and the parts of kelp.
Learners dive into the ocean and see what different species live near the canopy, the midwater, and the bottom of the kelp For Teachers 6th - 9th Standards. Learners observe the effect "El Nino" left on kelp plants and sea urchins.
They analyze the data collected by researchers, by graphing it on a TI calculator. Before graphing and analyzing the data, you may want to revisit the events of For Teachers 5th - 7th. Students write a story based on their research of the kelp forest.
In this ecosystem lesson, students view a video and research the kelp forest ecosystem. They write a short story imagining the discovery of a new species in the kelp forest.
For Teachers 5th - 8th. Students create posters that show how a shark is a major predator in kelp forests and coral reefs after studying the food webs for these ecosystems.
They determine that fish are important animals in the ocean's web of life. For Teachers 4th - 5th.