Core Learning Outcome	PS 3.1 Students compare how diverse groups have used and managed natural resources in different environments.
Students know: Human–environment relationships	different environments · grasslands · bushland · rainforests · marine · deserts · alpine · mangroves · catchments · arctic natural resources · water · soil · air · minerals · timber · animal resources · plants diverse groups · Indigenous groups · Australian colonial settlers · Australian migrant groups · large industry, cottage industry · women use and management · sustainability (controlled burning practices of Indigenous groups, fishing quotas) · conservation (reforestation, sand dune repair) · preservation (laws, World Heritage listing) · exploitation (overgrazing of livestock, residential waterfront development) · excessive use (water use in the Murray–Darling Rivers system, one driver per car commuting)
Students can: Investigating	compare resource use and management · use an investigation process e.g. o identify a place, its natural resources and different groups that have been connected with the place o gather information and evidence from a range of sources about the use and management of the place · sort and classify information about use and management of resources · present comparisons of information (Venn diagram, table, spreadsheet, report)

Core Learning Outcome	PS 3.2 Students create and undertake plans that aim to influence decisions about an element of a place.
Students know: Processes and environments	elements of a place · elements e.g. o living (plants, animals) o non-living (physical features, rock formations) o catchments (small stream, creek or pond) · places e.g. o ecosystems (school vegetable garden or arboretum, local park, nature reserve) o school community (playground, classroom) decisions about places · local council decisions · student, parent, teacher decisions · personal decisions · business decisions
Students can: Creating	create and undertake plans that aim to influence decisions · engage in a creative and strategic process e.g. o identify an issue about an element of a place (water use in school) o gather information about the issue and decisions made to date (who made the decisions? how effective were the decisions?) o brainstorm options and classify as possible and/or preferred o develop a plan with a target audience in mind (create conservation strategies appropriate to target audience) o consider possible consequences of plan (who will be affected) o implement plans (attend school meeting to explain how auditing water consumption and implementing a student awareness campaign could lead to reduced water rates) · evaluate effectiveness of the plan in terms of outcomes achieved (water consumption levels before and after audit and campaign)

Core Learning Outcome	PS 3.3 Students cooperatively collect and analyse data obtained through field study instruments and surveys, to influence the care of a local place.
Students know: Stewardship	local places · schoolgrounds · park · reserve · sports facilities · waterway · catchment · roadside · telephone boxes · community · farm · shopping centre care of a place · who cares for a place e.g. o local council o citizens o community groups o organisations and campaigns (Keep Australia Beautiful, Land Care, Tidy Schools Competition, Waterwise) · how places are cared for e.g. o neglect o maintenance o protection o improvement field study instruments and surveys · simple water testing kit · animal identification chart · simple soil testing kit · rain gauge, water meter · graph, quadrant grid · thermometer · trundle wheel · binoculars · open-ended questionnaire · closed-ended questionnaire · scattergram · interview
Students can: Participating	cooperatively collect and analyse field study data about a local place · engage in a cooperative process e.g. o help each other use field study instruments and surveys o share and analyse collected information (health of soil or water, litter tally, observations of bird or animal life) influence the care of a place · design and implement a strategy to influence e.g. o synthesise data to focus on cause of problem (who, what and how) · act to influence by identifying audience and appropriate strategy (write a letter of complaint to the local council, lobby student council, design information posters targeted at peers)

Core Learning Outcome	PS 3.4 Students use and make maps to identify coastal and land features, countries, continents, and climate zones.
Students know: Spatial patterns	maps · atlas and wall maps which have simple legends, abbreviations and scale (1 cm:1 m) · globe · street directory · simple historical maps · personal mental maps · models coastal and land features · coastal features (river mouth, bay, beach, gulf, reef, tributary, delta, sound, spit, strait, island archipelago) · land features (mountain, peninsula, peak, cape, desert, valley, lake, hill) · Australian examples of coastal and land features · location of features using simple scale and intercardinal compass points (NW, SE) continents and countries · political boundaries of countries within continents · countries relevant to study topics · Asia-Pacific region climate zones · zones defined by lines and degrees of latitude o Equator o Tropics of Capricorn and Cancer o Antarctic and Arctic Circles · climatic terminology (polar, tropical, temperate)
Students can: Communicating	use and make maps to identify features · verbally describe places on a map by interpreting standard symbols, references, abbreviations and terminology · use standard symbols, references, abbreviations and terminology to locate land and coastal features, countries, continents and climatic zones on a range of maps · create simple maps of local to global places using invented and standard symbols, abbreviations, references and terminology

Core Learning Outcome	PS 3.5 Students describe the values underlying personal and other people’s actions regarding familiar places.
Students know: Significance of place	familiar places · school grounds · local area · catchment · reserves, parks · sports club · Internet community · defined by culture, spirituality, nature, leisure · places that evoke personal feelings or have meaningful connections values · ecological · monetary · economic (work) · heritage · spiritual · religious · cultural · recreational/fun personal and other people’s actions · using · protecting · conserving · exploiting · abusing · neglecting
Students can: Reflecting	describe the value underlying actions · collect and show evidence of how they and others value a place (Indigenous art) · label pictures of how a place is cared for to illustrate values underlying actions · identify values that conflict with their own about a place