Core Learning Outcome

PS 1.1

Students match relationships between environmental conditions and people’s clothes, food, shelter, work and leisure.

Students know:

 

Human–environment relationships

environmental conditions

·          seasons

·          weather

·          location

·          natural features (mountains, beach, desert, forest)

·          built features (local facilities, air conditioning)

·          health of environment (polluted water)

Students can:

 

 

Investigating

match relationships

·            match pictures of environmental conditions with appropriate clothing, food, shelter, work and leisure e.g.

-    hot weather → cool clothing

-    colder climates → heating in houses

-    tropical climates → tropical fruits

-    cold climates → people on snow ploughs

-    hot climates → water sports

·          use a pictorial calendar to match pictures related to daily human activity and the weather (umbrella, hat)

·          link unfamiliar environmental conditions to human activity (snow and leisure, desert and using camels for work, rainforest and housing)

 

Core Learning Outcome

PS 1.2

Students make connections between elements of simple ecosystems.

Students know:

 

 

Processes and environments

simple ecosystems

·          fish bowl

·          pond

·          terrarium

·          garden

·          bush

elements of ecosystems

·          plants

·          animals

·          water

·          soil

·          air

·          rocks

Students can:

 

 

Creating

make connections

·          identify relationships e.g.

-    animals need food and water

-    plants need water and sunlight

-    pond animals need clean water

·          express simple conclusions e.g.

-    if I forget to water the plants, they will die

·          label or illustrate elements in an ecosystem diagram (outline of a tree, shape of a fish bowl)

·          create own ecosystem diagram based on fact or fiction

 

Core Learning Outcome

PS 1.3

Students participate in a cooperative project to cater for the needs of living things.

Students know:

 

 

Stewardship

needs of living things

·          water

·          food

·          clothing

·          shelter

·          love

·          protection and safety

care of living things

·          maintaining

-    watering the garden

-    feeding pets

-    respecting wildlife

·          improving conditions

-    removing weeds

-    providing protection from predators

Students can:

 

 

Participating

participate in a cooperative project to cater for needs

·          engage in a cooperative process

-    describe the needs of living things associated with a project (establishing a fish tank)

-    identify and list ways to care for living things (feeding and cleaning)

-    discuss and take on roles to care for living things

 

Core Learning Outcome

PS 1.4

Students organise and present information about places that are important to them.

Students know:

 

Spatial patterns

places of personal importance

·          natural, social and built places of importance e.g.

-    home

-    school

-    Safety House

-    shopping/service centre

-    out-of-school care

-    beach

-    library

-    playground

-    Scout/Guide den

-    surf lifesaving club

-    farm

-    forests

-    grandparent’s home

information about places

·          representations of a place e.g.

-    drawing

-    photograph

-    symbol

-    artefact

-    plan

-    map

-    model

·          spatial information about a place e.g.

-    features (plants, people, colours)

-    size and shape of a place

-    boundary (the school fence, as far as the eye can see)

·          feelings that a place of importance evokes

·          significant event related to a place

·          people related to a place

·          activities related to a place

·          things related to a place

Students can:

 

 

Communicating

organise and present information

·          explain a sense of plan view (by looking at the garden from a balcony)

·          independently represent information about a place in various forms (prose, drawing, photographs, found object display, picture map)

·          with guidance, represent information about a place in amodel or a map that uses smaller objects to represent larger ones

·          describe things in relation to other things in a place using terms (near, far, right, left, in front of, under, closer, nearest, bigger)

·          list familiar places from most to least important and explain reasons

·          add words to a concept map that describe activities and feelings associated with an important place

 

Core Learning Outcome

PS 1.5

Students describe the relationships between personal actions and environmentally friendly strategies in familiar places.

Students know:

 

 

Significance of place

familiar places

·          home

·          school

·          playground

·          out-of-school care

·          local areas

·          parks

·          green areas

·          waterways

·          shopping/service centre

personal actions

·          consumption habits and patterns e.g.

-    use of water

-    use of energy

·          waste disposal habits e.g.

-    disposal of rubbish

-    recycling paper and cans

-    reusing materials

environmentally friendly strategies

·          recycling (paper, aluminium)

·          reusing (packaging, water)

·          conserving (saving water, limiting power use)

·          improving (planting trees)

·          protecting (using footpath and walkways)

Students can:

 

 

Reflecting

describe relationships

·          explain how a particular personal action relates to conservation of the environment (I turn the taps off because…)

·          complete ‘what if’ scenarios (what happens if I put food down the drain)

·          seek explanations from older students about their environmentally friendly strategies