Pest Tales links directly to the following curriculum levels and is designed for primary students, specifically years 5, 6 and 7.
Level 3 | Studies of Society and Environment | |||
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Strand | Statement | Learning outcomes | Lesson plan | |
Time, continuity and change | Students understand the contributions, causes and effects, and differing perspectives about particular developments in Australia’s history and can use a range of evidence. They also understand how to organise information about these developments and can make predictions about Australia’s environmental and social futures. | 3.2 | Students create sequences and timelines about specific Australian changes and continuities. | |
3.3 | Students use knowledge of people’s contributions in Australia’s past to cooperatively develop visions of preferred futures. | |||
3.4 | Students organise information about the causes and effects of specific historical events. | |||
Place and space | Students understand interrelationships between people and some natural cycles and can participate in identifying and resolving a local environmental issue. They also understand how to use some standard map references about local, natural and global places and can identify the values underlying human action in familiar places. | 3.1 | Students compare how diverse groups have used and managed natural resources in different environments. | |
3.2 | Students create and undertake plans that aim to influence decisions about an element of a place. | |||
3.5 | Students describe the values underlying personal and other people’s actions regarding familiar places. | |||
D3.6 | Students cooperatively identify an environmental issue of concern and contribute to its resolution. |
Level 4 | Studies of Society and Environment | |||
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Strand | Statement | Learning outcomes | Lesson plan | |
Time, continuity and change | Students understand that information about events, artefacts, symbols and stories is selective and they can critique such evidence. They also understand social and environmental changes and continuities in local and global settings and can describe possible and preferred futures. | 4.3 | Students share empathetic responses to contributions that diverse individuals and groups have made to Australian or global history. | |
Place and space | Students understand how decisions of resource use and management affect environmental and economic sustainability and can use local field studies to identify how a place is valued and cared for. | 4.1 | Students make justifiable links between ecological and economic factors and the production and consumption of a familiar resource. | |
4.2 | Students predict the impact of changes on environments by comparing evidence. | |||
4.3 | Students participate in a field study to recommend the most effective ways to care for a place. | |||
D4.6 | Students use a range of evidence to investigate places where native and introduced elements have adapted or failed to adapt to changing conditions. | |||
D4.8 | Students develop an action plan to contribute to a positive outcome for an issue of personal concern. |