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NSW Syllabuses

Science Life Skills Stage 6 - Life Skills - Earth and Space Science Life Skills Earth and Space Science LS – Module 1: Earth's Resources

Outcomes

A student:

  • SCLS6-3

    participates in investigations individually or collaboratively to collect primary or secondary data and information

  • SCLS6-4

    collects and represents qualitative or quantitative data and information using media as appropriate

  • SCLS6-7

    communicates information about an investigation using scientific language and terminology

  • SCLS6-10

    explores models and descriptions of phenomena

Related Stage 6 outcomes INS11/12-3, INS11/12-4, INS11/12-7, INS11-10, INS11-11

Content Focus

Students explore models of the Earth and its position in space. They investigate rocks and minerals, and the role of technologies in geology. They also consider the importance of the Earth’s resources in people’s lives.

Working Scientifically

In this module, students participate in investigations to collect and represent data in order to draw conclusions and communicate ideas about the Earth’s resources.

Content

  • Earth in Space

  • Inquiry question: How does the Earth’s position in space affect people’s daily lives?
  • Students:
  • identify some components of the solar system, for example:
  • Moon
  • stars
  • Sun
  • planets
  • meteors
  • comets
  • make observations in relation to changes that occur in the solar system over time, for example: N
  • day/night
  • rising/setting Sun
  • stars and the Moon appear at night
  • the Sun appears during the day
  • recognise that the Earth moves around the Sun
  • identify that night and day are caused by the rotation of the Earth once every 24 hours N
  • demonstrate actions that are taken in relation to changes that are associated with the daily rotation of the earth on its axis, for example: PSC
  • sleeping at the appropriate time
  • working mainly in daylight hours
  • identify planetary changes that occur over longer periods of time, for example:
  • seasonal changes
  • weather patterns
  • tidal changes
  • demonstrate skills in adapting to planetary changes, for example: PSC
  • planting vegetables in the correct season
  • planning holidays according to seasons and weather patterns around the world
  • sea fishing at high tide
  • explore models of the solar system and how these have changed over time, for example: CCTICT
  • Geocentric Theory changed to the Heliocentric Theory
  • discovery of new planets
  • construct a model of the solar system ICT
  • explore how Aboriginal People use astronomy, for example: AHC
  • using the motions of objects in the sky for constructing calendars and navigation
  • recording and measuring cyclical phenomena, eg eclipses
  • using astronomically based songlines for navigation
  • Inquiry question: How has space exploration contributed to advancements in technology?
  • Students:
  • investigate space exploration using a range of sources CCT
  • investigate contributions of space exploration to human welfare, for example: EU
  • heart pacemakers
  • thermal blankets
  • building materials
  • mobile phones
  • miniaturisation of computing systems
  • Composition and Structure of the Earth

  • Inquiry question: What is the inner structure of the Earth?
  • Students:
  • explore a model of the Earth to recognise that the structure of the Earth consists of four layers – inner core, outer core, mantle and crust ICT
  • explore the features of each of the Earth’s layers, for example:
  • inner core is the hottest part
  • outer core is made up of liquid
  • mantle is the widest section
  • crust is a thin layer made of solid rock
  • construct a model of the structure of the Earth ICT
  • Rocks, Minerals and the Rock Cycle

  • Inquiry question: What are the components of rocks?
  • Students:
  • explore methods of classifying rocks and minerals used by Aboriginal and Torres Strait Islander Peoples AHC
  • explore the Rock Cycle to identify different types of rocks and how they are formed, for example: DD
  • magma from volcanic activity forms igneous rock
  • erosion breaks rock down into sediments
  • sedimentary rocks are formed in layers from sediments
  • sedimentary and igneous rocks form metamorphic rocks when exposed to heat and pressure underground
  • Geological Timescale

  • Inquiry question: How is the evolution of the Earth measured?
  • Students:
  • recognise timelines and time periods in everyday contexts, for example: N
  • schedule of the school day
  • a week, a month, a year
  • identify historical time periods, for example: NDD
  • ancient history
  • Middle Ages
  • modern history
  • recognise representations of periods of time, for example: N
  • daily schedule
  • calendar
  • timeline
  • recognise that the Earth’s evolution is represented through the geological timescale N
  • identify that the period of the Earth’s evolution is much older than other time periods N
  • engage with a visual representation of the geological timescale to recognise the chronological formation of the Earth LN
  • explore the difference between relative age and numeric age in everyday contexts, for example: N
  • the first floor of a building was built before the top floor (relative age)
  • the church is 100 years old and the school is 54 years old (numeric age)
  • investigate models of rock layers to explore how they provide information about the relative age of the Earth, for example: LN
  • the bottom layers of rock are the oldest
  • Geological Resources

  • Inquiry question: How are rocks and minerals used?
  • Students:
  • investigate the difference between rocks and minerals DD
  • identify a range of uses for rocks and minerals in our society, for example: CC
  • diamonds - for jewellery and in electronics
  • granite - in construction, eg the Sydney Harbour Bridge and bench surfaces
  • recognise rocks and minerals as non-renewable resources
  • explore how long it takes for rocks and minerals to form
  • investigate the use of an Australian rock or mineral to explore the implications of using non-renewable resources, for example: SE
  • extraction of iron ore in Western Australia for infrastructure and equipment
  • mining of coal to generate electricity
  • Inquiry question: How are non-renewable geological resources discovered and extracted?
  • Students:
  • explore how rocks and minerals are obtained, for example:
  • extraction from the ground
  • investigate traditional Aboriginal quarrying and mining methods AHC
  • explore the effect of open-cut mining on the natural environment, for example: SECCT
  • removal of the natural environment to create open-pit mines
  • effects of transportation and processing