Year 7: Earth and Space-­‐ Earth’s resources Check Date Revise assumed knowledge: SC4-­‐12ES describes the dynamic nature of models, theories and laws in developing scientific understanding of the Earth and solar system □ SC4-­‐13ES explains how advances in scientific understanding of processes that occur within and on the Earth, influence the choices people make about resource use and management ES3 Scientific knowledge influences the choices people make in regard to the use and management of the Earth's resources. TYPES OF RESOURCES 4ES3b outline features of some non-­‐renewable resources, including metal ores and fossil fuels Construct a table comparing the uses of Australia's energy resources • Coal • Gas • Crude oil □ • Wind • Solar, biogas and biomass • Hydro • Wave, tidal Describe how a power station works first-­‐hand investigation: Model power station (Oxford pg264) □ □ 4ES3c describe uses of a variety of natural and made resources extracted from the biosphere, atmosphere, lithosphere and hydrosphere Compare Australia to other countries dependence on nuclear energy □ □ □ Evaluate environmental concerns regarding extraction, use and disposal of nuclear waste □ Extension activity: Debate the mining of uranium in Kakadu (Oxford pg268) □ Fossil fuel revision (Oxford pg265) Briefly outline how nuclear energy is created Provide examples of other resources obtained from the biosphere, atmosphere, □ lithosphere and hydrosphere 4ES3f outline the choices that need to be made when considering whether to use scientific and technological advances to obtain a resource from Earth’s spheres Group work and class discussion: Mining proposal (Oxford pg270) □ □ Demonstration: Obtaining a metal from a mineral (Oxford pg271) Extract Copper from Copper Sulfate □ first-­‐hand investigation: Muffin mining (Oxford pg270) Literacy: COSMOS. Students research for another related article. Students then write a series □ of questions that MUST include 5 multiple choice, 2 identify, 2 describe and 1 explain question Assessment: Oxford online test-­‐ Types of Resources □ Students to achieve 100% in Support and Consolidate OR Consolidate and Extend MANAGING RESOURCES 4ES3a classify a range of the Earth’s resources as renewable or non-­‐renewable (ACSSU116) Literacy activity (ESL focus): Define and describe. □ Renewable and non-­‐renewable resources, Embedded energy Distinguish between renewable and non-­‐renewable resources, giving examples of □ each 4ES3d investigate some strategies used by people to conserve and manage non-­‐renewable resources (e.g. recycling) and the alternative use of natural and made resources Define and discuss embedded energy as the energy required to make a product and □ get it to market Describe the three R's (reduce, reuse, recycle) □ Provide 5 examples of strategies that you could do as: • an individual • a member of your family □ • a member of your community/society to reduce your impact on the environment 4ES3e discuss different viewpoints people may use to weight criteria when making decisions about the use of a major non-­‐renewable resource found in Australia Group research task or Teacher delivered: Alternate sources of energy. Briefly describe: • Wind power • Solar power □ • Hydro-­‐electric power • Tidal and wave power • Geothermal energy first-­‐hand investigation: Solar cells (Oxford pg276) □ Group research task and class discussion: Depletion of Natural Resources □ (Oxford pg280) ES4 Science understanding influences the development of practices in areas of human activity such as industry, agriculture and marine and terrestrial resource management. (ACSHE121, ACSHE136) 4ES4d research how Aboriginal and Torres Strait Islander peoples’ knowledge is being used in decisions to care for country and place (e.g. terrestrial and aquatic resource management) Explain the importance of soil as a resource first-­‐hand investigation: Looking at soil (Oxford pg282) first-­‐hand investigation: What’s in soil (Oxford pg282) □ □ □ first-­‐hand investigation: How well do soils hold water (Oxford pg282) □ Group research task or Teacher delivered: Compare current soil management strategies to those used decades ago. □ Class discussion: Soil as a resource (Oxford pg284) □ Describe a living resource as one that was or is living. Provide examples from the □ following: Plants groups, Animals, Bacteria and Fungi Literacy activity: Proteins in Yellowstone bacteria explored for biofuel □ inspiration (Oxford pg285). Discuss the difference between scientific, legal, cultural and moral debate using • harvest of palm oil and peat bogs as an international example and □ • Indigenous resource management in Australia (eg mining in the Kimberly or Kakadu) Assessment: Oxford online test-­‐ Managing Resources □ Students to achieve 100% in Support and Consolidate OR Consolidate and Extend WATER AS A RESOURCE 4ES4a identify that water is an important resource that cycles through the environment (ACSSU222) Literacy activity (ESL focus): Define and describe. resource and cycle, evaporation, transpiration, precipitation, condensation, ground □ water, water table Group task: How do we use water? (Oxford pg289) In 2 minutes list every use of water you can think of (don’t limit usage to human □ consumption). Group the uses and compare to other class results. Numeracy: Construct a pie chart demonstrating the amount of salt (97.5%) v fresh water (2.5%) on earth. Break the freshwater up into icecaps and glaciers (70%), □ groundwater and soil moisture (29%) and lakes and rivers (<1%). (Oxford pg290). Explain that there is a fixed amount of water on planet Earth that is cycled through □ the environment Extension: Describe how water extremes of Australia (floods and droughts) are □ related to El Nino and La Nina. Group task: Student design task; Water saving devices (Oxford pg291) □ Outline issues with future supply of water to a growing population • Identify sources of water for Sydney • Water restriction levels • Storm water collection • Other countries-­‐ Toowoomba v Singapore □ Application: Why do we need water questions (Oxford pg292) □ Literacy: Research for a related article. Students then write a series of questions that MUST □ include 5 multiple choice, 2 identify, 2 describe, 1 explain and either 1 assess or evaluate. 4ES4b explain the water cycle in terms of the physical processes involved Use a diagram to explain the water cycle in terms of the physical processes involved □ first-­‐hand investigation(s): Cloud demonstration Gently evaporate a beaker of water holding a watch glass on top with ice on it. □ Watch closely for clouds 4ES4c demonstrate how scientific knowledge of the water cycle has influenced the development of household, industrial and agricultural water management practices Literacy activity (ESL focus): Define and describe. □ Sedimentation; filtration; flocculation; chlorination; fluoridation Process information from secondary sources to describe the process of preparing drinking water for a city: Sedimentation; filtration; flocculation; chlorination; □ fluoridation Describe the process of desalination □ Evaluate the use of desalination plants in Australia including the recently built desal plant at Kurnell Extension: Group activity and class discussion Evaluate the Murray-­‐Darling river debate. Include all parties involved. Assessment: Oxford online test-­‐ Water as a Resource Students to achieve 100% in Support and Consolidate OR Consolidate and Extend Comments and Suggested improvements Name: Signature: Date: □ □ □ Year 7: Earth and Space-­‐ Earth’s resources Check Date Revise assumed knowledge: SC4-­‐12ES describes the dynamic nature of models, theories and laws in developing scientific understanding of the Earth and solar system □ SC4-­‐13ES explains how advances in scientific understanding of processes that occur within and on the Earth, influence the choices people make about resource use and management ES3 Scientific knowledge influences the choices people make in regard to the use and management of the Earth's resources. TYPES OF RESOURCES 4ES3b outline features of some non-­‐renewable resources, including metal ores and fossil fuels Construct a table comparing the uses of Australia's energy resources • Coal • Gas • Crude oil □ • Wind • Solar, biogas and biomass • Hydro • Wave, tidal Describe how a power station works first-­‐hand investigation: Model power station (Oxford pg264) □ □ 4ES3c describe uses of a variety of natural and made resources extracted from the biosphere, atmosphere, lithosphere and hydrosphere Compare Australia to other countries dependence on nuclear energy □ □ □ Evaluate environmental concerns regarding extraction, use and disposal of nuclear waste □ Extension activity: Debate the mining of uranium in Kakadu (Oxford pg268) □ Fossil fuel revision (Oxford pg265) Briefly outline how nuclear energy is created Provide examples of other resources obtained from the biosphere, atmosphere, □ lithosphere and hydrosphere 4ES3f outline the choices that need to be made when considering whether to use scientific and technological advances to obtain a resource from Earth’s spheres Group work and class discussion: Mining proposal (Oxford pg270) □ □ Demonstration: Obtaining a metal from a mineral (Oxford pg271) Extract Copper from Copper Sulfate □ first-­‐hand investigation: Muffin mining (Oxford pg270) Literacy: COSMOS. Students research for another related article. Students then write a series □ of questions that MUST include 5 multiple choice, 2 identify, 2 describe and 1 explain question Assessment: Oxford online test-­‐ Types of Resources □ Students to achieve 100% in Support and Consolidate OR Consolidate and Extend MANAGING RESOURCES 4ES3a classify a range of the Earth’s resources as renewable or non-­‐renewable (ACSSU116) Literacy activity (ESL focus): Define and describe. □ Renewable and non-­‐renewable resources, Embedded energy Distinguish between renewable and non-­‐renewable resources, giving examples of □ each 4ES3d investigate some strategies used by people to conserve and manage non-­‐renewable resources (e.g. recycling) and the alternative use of natural and made resources Define and discuss embedded energy as the energy required to make a product and □ get it to market Describe the three R's (reduce, reuse, recycle) □ Provide 5 examples of strategies that you could do as: • an individual • a member of your family □ • a member of your community/society to reduce your impact on the environment 4ES3e discuss different viewpoints people may use to weight criteria when making decisions about the use of a major non-­‐renewable resource found in Australia Group research task or Teacher delivered: Alternate sources of energy. Briefly describe: • Wind power • Solar power □ • Hydro-­‐electric power • Tidal and wave power • Geothermal energy first-­‐hand investigation: Solar cells (Oxford pg276) □ Group research task and class discussion: Depletion of Natural Resources □ (Oxford pg280) ES4 Science understanding influences the development of practices in areas of human activity such as industry, agriculture and marine and terrestrial resource management. (ACSHE121, ACSHE136) 4ES4d research how Aboriginal and Torres Strait Islander peoples’ knowledge is being used in decisions to care for country and place (e.g. terrestrial and aquatic resource management) Explain the importance of soil as a resource first-­‐hand investigation: Looking at soil (Oxford pg282) first-­‐hand investigation: What’s in soil (Oxford pg282) □ □ □ first-­‐hand investigation: How well do soils hold water (Oxford pg282) □ Group research task or Teacher delivered: Compare current soil management strategies to those used decades ago. □ Class discussion: Soil as a resource (Oxford pg284) □ Describe a living resource as one that was or is living. Provide examples from the □ following: Plants groups, Animals, Bacteria and Fungi Literacy activity: Proteins in Yellowstone bacteria explored for biofuel □ inspiration (Oxford pg285). Discuss the difference between scientific, legal, cultural and moral debate using • harvest of palm oil and peat bogs as an international example and □ • Indigenous resource management in Australia (eg mining in the Kimberly or Kakadu) Assessment: Oxford online test-­‐ Managing Resources □ Students to achieve 100% in Support and Consolidate OR Consolidate and Extend WATER AS A RESOURCE 4ES4a identify that water is an important resource that cycles through the environment (ACSSU222) Literacy activity (ESL focus): Define and describe. resource and cycle, evaporation, transpiration, precipitation, condensation, ground □ water, water table Group task: How do we use water? (Oxford pg289) In 2 minutes list every use of water you can think of (don’t limit usage to human □ consumption). Group the uses and compare to other class results. Numeracy: Construct a pie chart demonstrating the amount of salt (97.5%) v fresh water (2.5%) on earth. Break the freshwater up into icecaps and glaciers (70%), □ groundwater and soil moisture (29%) and lakes and rivers (<1%). (Oxford pg290). Explain that there is a fixed amount of water on planet Earth that is cycled through □ the environment Extension: Describe how water extremes of Australia (floods and droughts) are □ related to El Nino and La Nina. Group task: Student design task; Water saving devices (Oxford pg291) □ Outline issues with future supply of water to a growing population • Identify sources of water for Sydney • Water restriction levels • Storm water collection • Other countries-­‐ Toowoomba v Singapore □ Application: Why do we need water questions (Oxford pg292) □ Literacy: Research for a related article. Students then write a series of questions that MUST □ include 5 multiple choice, 2 identify, 2 describe, 1 explain and either 1 assess or evaluate. 4ES4b explain the water cycle in terms of the physical processes involved Use a diagram to explain the water cycle in terms of the physical processes involved □ first-­‐hand investigation(s): Cloud demonstration Gently evaporate a beaker of water holding a watch glass on top with ice on it. □ Watch closely for clouds 4ES4c demonstrate how scientific knowledge of the water cycle has influenced the development of household, industrial and agricultural water management practices Literacy activity (ESL focus): Define and describe. □ Sedimentation; filtration; flocculation; chlorination; fluoridation Process information from secondary sources to describe the process of preparing drinking water for a city: Sedimentation; filtration; flocculation; chlorination; □ fluoridation Describe the process of desalination □ Evaluate the use of desalination plants in Australia including the recently built desal plant at Kurnell Extension: Group activity and class discussion Evaluate the Murray-­‐Darling river debate. Include all parties involved. Assessment: Oxford online test-­‐ Water as a Resource Students to achieve 100% in Support and Consolidate OR Consolidate and Extend □ □ □