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Core Learning Outcome |
Students
identify how environments affect lifestyles around |
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Students know: Human–environment relationships |
environments around ·
rural, regional and urban ·
natural and built ·
coastal, hinterland and inland ·
defined by industry ·
defined by climate and weather how environments affect
lifestyles ·
housing (designs for particular climates) ·
work (linked to local industries such as farm
work, factory work, sea work) ·
leisure (limitations and freedoms as a result of
natural, social and built environments) ·
clothing (links to climate and culture) ·
food (access, availability, cultural influences) |
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Students can: Investigating |
identify how environments
affect lifestyle ·
use a simple investigation process e.g. -
identify Australian environments using a range of
sources -
identify aspects of lifestyles within some
environments -
make links between aspects of environments and
influences on lifestyles -
identify cause and effect relationships -
develop and express conclusions |
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Core Learning Outcome |
PS 2.2 Students predict possible
consequences for an ecological system when an element is affected. |
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Students know: Processes and environments |
ecological systems ·
simple food chain ·
aquarium ·
stream ·
forest ·
garden ·
park when an element is
affected ·
removal (removing predators of the crown of
thorns starfish which destroys coral) ·
introduction such as foreign species (cane toad,
lantana) that are destroying native species ·
modification (damming a river affecting plant and
fish life in associated waterways) consequences ·
positive (removing noxious weeds allows native
plant species to grow) ·
negative (introduction of chemicals can poison
native birds, animals and waterways) |
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Students can: Creating |
predict possible
consequences ·
use knowledge of a simple food chain to suggest
what might happen if an element is removed (effect on snakes if rats are
removed) ·
use observations of a familiar ecological system (fish
pond) to suggest what might happen if an element is changed (a large number
of fish are introduced) ·
write a prediction of life from the point of view
of an affected living thing in an ecosystem |
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Core Learning Outcome |
PS 2.3 Students cooperatively
plan and care for a familiar place by identifying needs of that place. |
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Students know: Stewardship |
familiar places ·
schoolgrounds ·
gardens ·
classroom ·
aquarium ·
home ·
community ·
farm ·
park/recreational place needs of a familiar place ·
water ·
sunlight ·
nutrients ·
maintenance (weeding, removing rubbish, repairs) ·
needs specific to a place (rules, noise
reduction) |
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Students can: Participating |
cooperatively plan and
care for a place ·
initiate and engage in a cooperative process e.g. -
negotiate levels of cooperation (pairs, small
teams, whole class) -
identify needs of a place (health of a waterway) -
establish roles for teams and within teams -
enact plans (clean up waterway) -
evaluate effectiveness
of plans (how well did the plan work?) |
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Core Learning Outcome |
PS 2.4 Students use and make
simple maps to describe local and major global features including oceans,
continents, and hot and cold zones. |
|
Students know: Spatial patterns |
simple maps ·
simple maps with standard symbols (landforms,
colour coded keys, relative size of objects) ·
various symbols of the earth (wall map, globe) ·
plan views (playground, floor plan of
classroom/bedroom) ·
personal mental maps ·
picture maps (shopping/service centre) ·
models (of landforms, local area features) major local features ·
natural features (waterways, parks, mountains,
vegetation) ·
built features (roads, post office, town hall,
shopping areas, heritage sites, tourist sites, industry) ·
distinctive local features (river, bay, desert,
mountain, dam, roads, stations) ·
location of local area in relation to state and
nation ·
Australian States, Territories, capital cities
and major physical features ·
alphanumeric references (B2) ·
compass points (North, South, East, West) major global features ·
oceans: Pacific, Southern, Indian, Atlantic,
Arctic ·
continents: ·
hot and cold zones in
relation to the Equator and North/South Poles ·
northern and southern hemispheres ·
regions or countries which have relevance (LOTE
country, where family members came from) ·
rivers, mountains, lakes, islands, deserts |
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Students can: Communicating |
use and make simple maps
to describe features ·
map features of a place using simple symbols,
references and terminology ·
refer to symbols, direction from other places,
and location to describe a local, national or global place ·
create a mental map with symbols and terminology
to describe a familiar place and compare to later versions after further
investigation of the area |
|
Core Learning Outcome |
Students
express a preferred future vision for a familiar place based on observed
evidence of changes and continuities. |
|
Students know: Significance of place |
familiar place ·
schoolgrounds, local area,
home ·
places of personal preference ·
places that evoke feelings ·
place with a meaningful connection observed evidence of
changes and continuities ·
photographs (documenting continuing land use) ·
sketches (illustrating progress of a building
site) ·
recorded data over time (tally of bird life) ·
evidence, oral histories, physical changes
(removal of trees, road construction, protection of heritage sites) preferred future vision ·
view of future based on personal preference ·
description of hopes for a place |
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Students can: Reflecting |
express a preferred
future vision based on observed evidence ·
engage in a two-step process e.g. -
apply imagination to observed evidence to develop
a preferred future vision -
express preferred future vision (diagram,
picture, song, drama, story, oral report, enactment) |