Science and Technology |
Essential learning achievement |
Students understand and learn about: |
Students learn to: |
Students develop values and attitudes about: |
Lesson plan |
19 — The student acts for an environmentally sustainable future |
- environments as complex systems encompassing ecological, socio-economic, cultural and political components, and how changes to any part of them interact to affect the function of the environment as a whole
- how peoples’ views on the environment influence government policy and non-government organisations and ways in which governments attempt to address issues of development and sustainability
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- use scientific concepts and models (e.g. understanding the nature of systems) to predict the consequences of changes to an ecosystem
- examine examples of individual and global actions to create sustainable futures, assess the relative strengths and limitations of those actions and propose other appropriate responses to develop sustainability
- investigate practical and real-life environmental issues by identifying the probable futures with current actions, generating preferred futures and assessing the merits of possible actions that could be taken to support sustainability
- apply relevant scientific understandings to make responsible, ethical and informed decisions about issues about sustainability
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- the need to make decisions and choices about the development of natural ecosystems that will preserve them for future generations
- the roles individuals and groups can play as active and informed members of society, to create environments in the future that are positive and sustainable
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Feral or friend?
Pest power
The pest project
Food for thought
Unwelcome visitor
Pests in the school yard
Something fishy
Magpie madness
Trap a toad |
24 — The student designs, makes and appraises using technology |
- how people try to control the conditions in the environments in which they live
- how particular technologies cause change in the way people live
- the factors that influence design (e.g. function, aesthetics, cost, safety)
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- use investigation techniques to identify opportunities for design activities
- develop a design proposal by selecting and refining ideas and justifying choices in response to a design brief
- justify the types of materials and techniques used in relation to the properties required for a specific design
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- the need to persevere with design solutions to their completion
- why people plan and make changes in many aspects of their daily lives
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Trap a toad
|
Science and Technology |
Essential learning achievement |
Students understand and learn about: |
Students learn to: |
Students develop values and attitudes about: |
Lesson plan |
18 — The student understands and applies scientific knowledge |
- food chains and webs as models of relationships within communities or systems, and flow of energy through a system
- relationships between progress in science and social issues and priorities, and the impacts of scientific advances on society (e.g. water purification, new energy sources, space exploration, biotechnology)
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- identify and describe relationships, and explain and predict change
- apply scientific knowledge and scientific language in forming explanations, arguments and lines of reasoning
- apply scientific knowledge in considering current issues and problems and suggesting creative solutions
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- the usefulness of scientific knowledge in everyday life (e.g. its value in considering health, safety and environmental consequences of decisions and actions)
- science as a potentially rewarding career
|
Feral or friend?
Pest power
The pest project
Food for thought
Unwelcome visitor
Pests in the school yard
Something fishy
Magpie madness
Trap a toad |
19 — The student acts for an environmentally sustainable future |
- some processes by which human activities effect changes to natural environments (e.g. erosion, deforestation, tourism, urbanisation)
- how some natural systems (e.g. National Parks) are managed sustainably by humans for future generations
- conflicting values and interests of different groups in caring for a place
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- demonstrate positive environmental behaviour by taking some individual or class action to support an environmental issue, including participating in raising awareness about the issue, and assess the results of their action
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- the need to preserve the diversity of Australian and world ecosystems for future generations
- being informed and proactive about local, national and global issues that will determine how the future might be
- the need for individual and collective cooperative action to support desired outcomes
|
The pest project
Unwelcome visitor
Pests in the school yard
Something fishy
Magpie madness
Trap a toad |
24 — The student designs, makes and appraises using technology |
- design processes (e.g. analysing needs and problems, establishing criteria, researching, generating creative ideas)
- factors affecting design (e.g. moral, ethical, environmental and socio-cultural considerations)
- the moral, economic, social and environmental consequences of advances in technology
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- work independently or in collaboration with others to create innovative design solutions in response to identified needs and opportunities
- identify potential risks in the products they design and plan for controls to manage risks
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- the ethical and moral considerations relevant to design solutions
- the place of creativity, innovation and enterprise in the creation of design solutions
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Trap a toad |