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PS 4.1 Students make justifiable
links between ecological and economic factors and the production and
consumption of a familiar resource. |
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a familiar resource ·
timber products (paper) ·
fibre products (clothes) ·
food products (hamburger) ·
chemical products (petrol) ·
electrical products (sound system) ecological factors
associated with production and consumption of a familiar resource ·
resources (renewable, scarce) ·
use of utilities in production (water, energy) ·
effects of production on air, land and water ·
disposal, reuse and recycling of waste and
by-products ·
transport and packaging ·
health issues for consumers and producers economic factors
associated with production and consumption of a familiar resource ·
meeting needs and wants ·
employment ·
government regulations ·
availability of factors of production e.g. -
land -
labour -
capital -
enterprise ·
consumer income ·
consumer location ·
market for product ·
advertising |
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make justifiable links ·
use an investigation process e.g. -
identify familiar resources (sports shoes) -
gather and sort information from a range of
sources about production and consumption (location of manufacture, reasons
for price, economic and ecological issues associated with product) -
identify and express links using evidence (oral
presentation, display, multi-media presentation, diagram, written report) ·
use given examples of linear and cyclical models
of resource production and consumption (The Natural Step model from ·
decide whether the consumption of a familiar
resource follows a linear or cyclical process in relation to ecological
sustainability (The Natural Step) |
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PS 4.2 Students predict the
impact of changes on environments by comparing evidence. |
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environments ·
natural (catchments, local reserves, rainforest,
Antarctic places) ·
social (city, town, community) ·
built (heritage listed buildings, farms) impact of changes on
environments ·
positive and negative impacts e.g. -
removal of trees for urban development leading to
erosion and increased salination of soil -
removal of non-native fish species from dams ·
human and natural changes leading to improved
native species biodiversity e.g. -
preservation -
protection -
pollution -
erosion -
urbanisation -
tourism -
desertification -
salination -
revegetation |
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predict the impact by
comparing evidence ·
engage in a creative process e.g. -
compare evidence to identify similarities,
differences, before and after impacts or consequences (photographic diary of
local area, field studies, measurement of soil pH or water quality, oral
histories) -
draw conclusions from comparative evidence
(decline in local wildlife over a period of time, change in local area from
small farming to densely populated urban) -
make predictions based on evidence -
express predictions ·
create a board game based on a model of a real or
fictitious environment, with ‘interdependence’ underpinning the game’s moves ·
use analogies as a model to create own analogy of
environmental interdependency (Chief Seattle’s letter; ‘If all the human
beings on the planet were to die tomorrow …, If all the trees on the planet
were to die tomorrow …’; Joe Miller’s ‘If the earth were only a few feet in
diameter …’) |
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PS 4.3 Students participate in a
field study to recommend the most effective ways to care for a place. |
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place ·
local to global settings care for a place ·
prevention e.g. -
awareness campaign relating to sand dune erosion -
government regulations on the disposal of waste ·
conservation e.g. -
installation of water saving devices -
alternative sources of energy generation ·
protection e.g. -
legislation regarding mangroves -
World Heritage listing of certain places field study ·
data-gathering techniques
e.g. -
water testing -
measurement (increase in area of erosion over
time) -
Internet interviews and research (of
environmental research in -
observation (species count, identification of
range of plant species through use of grids) -
surveys (number of people using national park or
reserve) -
graphing (amount of traffic using local area
streets) -
sketching (soil profiles, animal and plant
samples) -
photographs (collection of series of photos over
time) |
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participate in a field
study to make recommendations ·
plan and participate in a field study e.g. -
identify an issue about a place -
negotiate and organise cooperative structures -
gather data from a field study -
synthesise information into solutions (list of
recommendations) ·
undertake action based on recommendations
(sharing information with other interested parties, using various communication
modes, forming a lobby group, perform practical and collective actions) |
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PS 4.4 Students use latitude,
longitude, compass and scale references and thematic maps to make inferences
about global patterns. |
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thematic maps ·
distribution maps (resources, land use,
population, religion, agriculture, industry, language, per capita income) ·
zoned maps (climate, vegetation, physical,
political, Australian territories) ·
common maps (weather, tourist, road, orthophoto, electronic) ·
various projections (globe, vertical and oblique
profiles, aerial and satellite photo maps, other than Mercata) latitude, longitude,
compass and scale references ·
lines of longitude (prime meridian, 180 degree
meridian) ·
degrees of lines of latitude and longitude ·
coordinates according to longitude and latitude ·
scale for distance calculations global patterns ·
physical, ecological, social and economic
patterns ·
distributions (resources, land use, population,
religion, agriculture, industry, language, per capita income) ·
changing patterns (climate, land use, population) |
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use references to make
inferences about global patterns ·
identify relationships between global
features/one feature over time to describe a global pattern e.g. -
correlate population and per capita income
distributions to make inferences about developing and developed nations -
use photographs, field sketches, climate maps and
graphs to argue an inference that rising sea levels result from global
warming -
compare maps of global forests over time to make
inferences about the Greenhouse Effect -
compare maps of El Nino and La Nina patterns to
predict effects on agriculture in ·
use climate and vegetation maps to infer how
these factors might influence lifestyle in a particular place |
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PS 4.5 Students explain whether
personal, family and school decisions about resource use and management
balance local and global considerations. |
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personal, family and
school decisions about resource use and management ·
economic decisions (cost of products) ·
ecological decisions (unbleached paper) ·
political decisions (Australian made goods) ·
social decisions (products from charities) ·
emotional decisions (colour preference) ·
psychological decisions (advertising) ·
cultural decisions (religious laws) local and global
considerations ·
local employment versus global poverty ·
over-consumption versus under-consumption (food) ·
local resource use versus global ecological
degradation (rainforest hardwoods) ·
local uranium industry and global nuclear arms
proliferation ·
personal consumer choices versus unethical
product processes (popular clothing manufactured in sweatshops by children) |
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explain whether decisions
balance considerations ·
use a concept web, flow chart or
Plus/Minus/Interesting chart to link decisions about local resource use and
the impact that decisions have on people and environments ·
construct a simple table listing reasons for and
implications of a personal decision about resource use, and weigh up the
ethics of that decision |