SUSTAINABILITY IN SCIENCE BY TERMS – TERM ONE

TERM
ONE / (Australian Curriculum focus)
EQ C2C UNIT / Australian Curriculum -
Cross-curricula perspective (Sustainability) Organising Ideas / Australian Government Sustainability Curriculum Framework –
Concepts & Elaborations
PREP / (Basic needs)
Unit 1: Our living world
In this unit, students investigate the needs of living things. They develop the understanding that the survival of all living things is reliant on basic needs being met. / Systems
OI.1 The biosphere is a dynamic system providing conditions that sustain life on Earth.
World Views
OI.4 World views that recognise the dependence of living things on healthy ecosystems, and value diversity and social justice are essential for achieving sustainability.
OI.5 World views are formed by experiences at personal, local, national and global levels, and are linked to individual and community actions for sustainability. / Social systems & culture
Ways families, schools & communities depend on natural environments
Ways groups utilise the natural environment to meet their needs & wants in different ways
Built environments
Features of buildings & spaces to meet people’s needs
Agriculture & food
Processes & requirements for growing plants & raising animals
YEAR ONE / (External features of living things)
Unit 1: Living adventure
In this unit students make links between external features of living things and the environment where they are found. Students predict consequences of environmental change on living things. / Systems
OI.2 All life forms, including human life, are connected through ecosystems on which they depend for their wellbeing and survival.
Futures
OI. 9 Sustainable futures result from actions designed to preserve and/or restore the quality and uniqueness of environments. / Social systems & culture
How stories & other evidence from the past can help us learn of people’s use & care for their natural & built environment
Civics & citizenship
Opportunities provided by schools & communities for caring for our environment & for making it more sustainable
Hoe children all over the world are working for sustainability & the resons why it would be valuable to link up with them
YEAR THREE / (Classifying as living/ non-living; grouping living things by observable features)
Unit 1: Is it living?
In this unit students will justify groupings of living and non-living things according to observable features and the need for recognition of once-living things. Students will investigate the diversity of living and non-living things in their local environment and recognise the use of this knowledge in their lives. / Systems
OI.1 The biosphere is a dynamic system providing conditions that sustain life on Earth.
OI.2 All life forms, including human life, are connected through ecosystems on which they depend for their wellbeing and survival. / Ecosystems & local environments
Ways of caring for & describing ecosystems at different times of the year
Change in living systems
Techniques for investigating, assessing & describing physical environmental features
YEAR FOUR / (Human impact & natural processes; natural disasters; erosion)
Paluma EEC Excursion Program
Unit 1: Here today gone tomorrow
In this unit students explore the effect of human activity, natural disasters and extreme weather that causes weathering and erosion of the earth's surface. Students relate this to their local area and to predict consequences of future occurrences and human activity. They begin to appreciate that current systems, such as Earth's surface, have characteristics that have resulted from past changes and that living things form part of systems. Students understand that some systems change in predictable ways, such as through cycles. They apply their knowledge to make predictions based on interactions within systems, including those involving the actions of humans. / Systems
OI.2 All life forms, including human life, are connected through ecosystems on which they depend for their wellbeing and survival.
OI.3 Sustainable patterns of living rely on the interdependence of healthy social, economic and ecological systems.
World Views
OI.4 World views that recognise the dependence of living things on healthy ecosystems, and value diversity and social justice are essential for achieving sustainability.
OI.5 World views are formed by experiences at personal, local, national and global levels, and are linked to individual and community actions for sustainability.
Futures
OI. 9 Sustainable futures result from actions designed to preserve and/or restore the quality and uniqueness of environments. / Ecosystems & local environments
Features of local terrestrial & aquatic environments, their change over time & indicators of the state of their health
Change in living systems
Techniques for investigating, assessing & describing physical environmental features
Weather & climate
Systems put in place to manage weather & extreme weather events

SUSTAINABILITY IN SCIENCE BY TERMS – TERM ONE continued

TERM
ONE / (Australian Curriculum focus)
EQ C2C UNIT / Australian Curriculum -
Cross-curricula perspective (Sustainability) Organising Ideas / Australian Government Sustainability Curriculum Framework –
Concepts & Elaborations
YEAR FIVE / (Structural adaptations & survival)
Unit 1: Survival in the Australian environment
In this unit students will examine the structural features and adaptations that assist living things to survive in their environment. They use this knowledge to pose questions and make predictions about the relationship between adaptations and environmental changes. / Systems
OI.2 All life forms, including human life, are connected through ecosystems on which they depend for their wellbeing and survival.
World Views
OI.4 World views that recognise the dependence of living things on healthy ecosystems, and value diversity and social justice are essential for achieving sustainability.
OI.5 World views are formed by experiences at personal, local, national and global levels, and are linked to individual and community actions for sustainability.
Futures
OI. 9 Sustainable futures result from actions designed to preserve and/or restore the quality and uniqueness of environments. / Life cycles
Subsystems that enable life & reproduction in living things, including support & movement, digestion, circulation, respiration, sensing & response, reproduction
Ecosystems & local environments
Adaptations, roles & relationships among fungi, plant & animal species & their physical environment in local gardens & natural ecosystems; food chanins, food webs & cycles of energy & materials
YEAR SIX / (Reversible & irreversible changes to materials)
Unit 1: Making changes — comparing reactions
In this unit students investigate changes that can be made to materials and how these changes are classified as reversible or irreversible. They explore the effects of reversible and irreversible changes in everyday materials and how this is used to solve problems that directly affect peoples' lives. / World Views
OI.4 World views that recognise the dependence of living things on healthy ecosystems, and value diversity and social justice are essential for achieving sustainability.
OI.5 World views are formed by experiences at personal, local, national and global levels, and are linked to individual and community actions for sustainability.
Futures
OI.6 The sustainability of ecological, social and economic systems is achieved through informed individual and community action that values local and global equity and fairness across generations into the future.
OI.7 Actions for a more sustainable future reflect values of care, respect and responsibility, and require us to explore and understand environments.
OI.8 Designing action for sustainability requires an evaluation of past practice, the assessment of scientific and technological developments, and balanced judgments based on projected future economic, social and environmental impacts. / Processes of historical change
Reasons why people, events, changes in technology & issues of the past need to be understood in relation to the natural & social environment in which they occurred
Economic systems and costs
Relationships between lifestyle decisions & their economic & environmental costs.
Relationships between wealth, consumption & ecological footprint.
Materials and production
Processing of common materials from source and the effects of their extraction & use.
Renewable & non-renewable nature of resources including marine, forest & mineral resources.
Systems for waste avoidance, minimisation, re-use & recycling.
Local & remote, social & environmental impacts of the processing & use of common materials.

SUSTAINABILITY IN SCIENCE BY TERMS – TERM ONE continued

TERM
ONE / (Australian Curriculum focus)
EQ C2C UNIT / Australian Curriculum -
Cross-curricula perspective (Sustainability) Organising Ideas / Australian Government Sustainability Curriculum Framework –
Concepts & Elaborations
YEAR SEVEN / (Total water cycle; water quality monitoring; mixtures, solutions & separations)
Paluma EEC Excursion Program
Unit 1: Water – waste not, want not
In this unit students investigate pure substances, mixtures and separation techniques with a focus on the importance of water and the water cycle. Students will have opportunities to plan and conduct investigations that focus on fair testing and the evaluation of results. They will apply their understanding of separation techniques to their daily lives.
Unit 2: Water – waste not, want not (continued)
In this unit students investigate the application of filtration systems in water treatment and recycling processes. Students have opportunities to investigate issues surrounding the filtration and treatment of water in the community. They apply their understanding of water treatment processes to persuade an audience of their peers. / Systems
OI.2 All life forms, including human life, are connected through ecosystems on which they depend for their wellbeing and survival.
OI.3 Sustainable patterns of living rely on the interdependence of healthy social, economic and ecological systems
World Views
OI.4 World views that recognise the dependence of living things on healthy ecosystems, and value diversity and social justice are essential for achieving sustainability.
OI.5 World views are formed by experiences at personal, local, national and global levels, and are linked to individual and community actions for sustainability.
Futures
OI.6 The sustainability of ecological, social and economic systems is achieved through informed individual and community action that values local and global equity and fairness across generations into the future.
OI.7 Actions for a more sustainable future reflect values of care, respect and responsibility, and require us to explore and understand environments.
OI.8 Designing action for sustainability requires an evaluation of past practice, the assessment of scientific and technological developments, and balanced judgments based on projected future economic, social and environmental impacts.
OI. 9 Sustainable futures result from actions designed to preserve and/or restore the quality and uniqueness of environments. / Water (Years 3-6)
Natural and managed water systems and cycles.
Impact on the water cycle of human intervention (storage, supply, use and release to the environment) and the importance of, and issues related to, harvesting water at local, state and national levels.
Impact of climate change on availability of water.
Purposes of engineered water systems, including large- and small-scale.
Processes and devices for measuring and metering water flow and consumption.
Systems for managing the quality of water returned to the water cycle. Issues associated with sustainable vs. non-sustainable water technologies.
Water technologies (Years 7-10)
Principles of total water cycle management and total catchment management.
Principles and practices of water sensitive urban design (an application of total water cycle management).

SUSTAINABILITY IN SCIENCE BY TERMS - TERM TWO

TERM
TWO / (Australian Curriculum focus)
EQ C2C UNIT / Australian Curriculum -
Cross-curricula perspective (Sustainability) Organising Ideas / Australian Government Sustainability Curriculum Framework –
Concepts & Elaborations
YEAR FOUR / (Life cycles; dependence on the environment)
Unit 2: Ready, set, grow!
This unit involves students investigating life cycles. They will examine relationships between living things and their dependence on the environment. By considering human and natural changes to the environment, students predict the effect of these changes on living things and possible consequences to species survival. / Systems
OI.1 The biosphere is a dynamic system providing conditions that sustain life on Earth.
OI.2 All life forms, including human life, are connected through ecosystems on which they depend for their wellbeing and survival.
World Views
OI.4 World views that recognise the dependence of living things on healthy ecosystems, and value diversity and social justice are essential for achieving sustainability.
OI.5 World views are formed by experiences at personal, local, national and global levels, and are linked to individual and community actions for sustainability.
Futures
OI. 9 Sustainable futures result from actions designed to preserve and/or restore the quality and uniqueness of environments. / Life cycles
Life cycles of common/ local species
How humans care for themselves, others & other species
Ecosystems & local environments
Adaptations, roles & relationships among fungi, plant & animal species & their physical environment in local gardens & natural ecosystems; food chains, food webs & cycles of energy & materials

SUSTAINABILITY IN SCIENCE BY TERMS - TERM TWO continued

TERM
TWO / (Australian Curriculum focus)
EQ C2C UNIT / Australian Curriculum -
Cross-curricula perspective (Sustainability) Organising Ideas / Australian Government Sustainability Curriculum Framework –
Concepts & Elaborations
YEAR SIX / (Generation of electricity; renewable energy sources)
Unit 2: Power up — electricity usage down
In this unit students explore and infer that electrical circuits provide a means of transferring and transforming electricity. They investigate how energy from a variety of sources can be used to generate electricity and evaluate personal and community choices to use sustainable renewable energy sources. / World Views
OI.4 World views that recognise the dependence of living things on healthy ecosystems, and value diversity and social justice are essential for achieving sustainability.
OI.5 World views are formed by experiences at personal, local, national and global levels, and are linked to individual and community actions for sustainability.
Futures
OI.6 The sustainability of ecological, social and economic systems is achieved through informed individual and community action that values local and global equity and fairness across generations into the future.
OI.7 Actions for a more sustainable future reflect values of care, respect and responsibility, and require us to explore and understand environments.
OI.8 Designing action for sustainability requires an evaluation of past practice, the assessment of scientific and technological developments, and balanced judgments based on projected future economic, social and environmental impacts.
OI. 9 Sustainable futures result from actions designed to preserve and/or restore the quality and uniqueness of environments. / Solar system & energy
Sources of energy including renewable & non-renewable & the benefits or consequences of using them
Sustainable energy choices & their impact on humans & the environment
Processes used to transform energy for human purposes
Processes & devices for measuring & metering energy consumption
Processes of historical change
Reasons why people, events, changes in technology & issues of the past need to be understood in relation to the natural & social environment in which they occurred
Economic systems and costs
Relationships between lifestyle decisions & their economic & environmental costs.
Relationships between wealth, consumption & ecological footprint.
Materials and production
Processing of common materials from source and the effects of their extraction & use.
Renewable & non-renewable nature of resources including marine, forest & mineral resources.
Transport
Social & environmental costs & impacts of common power sources used for transport

SUSTAINABILITY IN SCIENCE BY TERMS – TERM THREE

TERM
THREE / (Australian Curriculum focus)
EQ C2C UNIT / Australian Curriculum -
Cross-curricula perspective (Sustainability) Organising Ideas / Australian Government Sustainability Curriculum Framework –
Concepts & Elaborations
PREP / (Daily & seasonal changes, effects on daily life)
Unit 3: Weather watch
In this unit, students explore daily and seasonal changes in the weather. They make links to how these changes in their immediate environment affect them and their daily activities. / Systems
OI.1 The biosphere is a dynamic system providing conditions that sustain life on Earth. / Social systems & culture
Ways families, schools & communities depend on natural environments
Ways groups utilise the natural environment to meet their needs & wants in different ways
Built environments
Features of buildings & spaces necessary to meet people’s needs
Ways of managing buildings or spaces to minimise environmental impacts & costs
YEAR ONE / (Changes in sky & landscape)
Unit 3: Changes around me
In this unit, students will compare and describe the changes that occur in the features of the day sky and landscape with the night sky and landscape. Students ask questions and explore understandings about what they observe. Students organise observations and make inferences to link the observable changes to everyday life, Indigenous
cultures, and plants and animals. / Systems
OI.1 The biosphere is a dynamic system providing conditions that sustain life on Earth.
OI.2 All life forms, including human life, are connected through ecosystems on which they depend for their wellbeing and survival. / Weather and climate
• Features of phenomena described as weather.
• Methods of observing, describing and recording weather.
• Effects weather has on themselves, family, community and on plant and animal life.
Seasons
• Ways seasons are described and named.
• How seasonal changes impact on themselves, their environment and their personal choices.
• Seasonal differences in relation to latitude and the impact of seasonal differences on differentpeople’s way of living.
YEAR TWO / (Growth & change; parents & offspring)
Unit 3: Good to grow
In this unit students examine how living things grow. They investigate and compare the life stages of different living things, including similarities and differences between
parents and their offspring. They describe the characteristics and needs of living things in each life stage, and consider the relevance of this knowledge to their everyday lives, especially when caring for living things in the environment. / Systems
OI.2 All life forms, including human life, are connected through ecosystems on which they depend for their wellbeing and survival. / Agriculture & food
Processes & requirements for growing plants & raising animals
Life cycles (Years 3-6)
Life cycles of common/ local species
Ecosystems & local environments (Years 3-6)
Adaptations, roles & relationships among fungi, plant & animal species & their physical environment in local gardens & natural ecosystems; food chains, food webs & cycles of energy & materials
YEAR FOUR / (Physical properties of natural & processed materials influences their use)
Unit 3: Material use
This unit involves students investigating a range of physical properties of materials and considering how these influence their selection and use. / World Views
OI.4 World views that recognise the dependence of living things on healthy ecosystems, and value diversity and social justice are essential for achieving sustainability.
OI.5 World views are formed by experiences at personal, local, national and global levels, and are linked to individual and community actions for sustainability.
Futures
OI.7 Actions for a more sustainable future reflect values of care, respect and responsibility, and require us to explore and understand environments.
OI.8 Designing action for sustainability requires an evaluation of past practice, the assessment of scientific and technological developments, and balanced judgments based on projected future economic, social and environmental impacts. / Economic systems and costs
Relationships between lifestyle decisions and their economic and environmental costs.
Relationships between wealth, consumption and ecological footprint.
Materials and production
Processing of common materials from source and the effects of their extraction and use.
Renewable and non-renewable nature of resources including marine, forest and mineral resources.
Systems for waste avoidance, minimisation, re-use and recycling.
Local and remote, social and environmental impacts of the processing and use of common materials.
Built environment
Sustainability considerations in the choice of building materials.
Urban and regional waste and recycling systems.

SUSTAINABILITY IN SCIENCE BY TERMS – TERM THREE continued