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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 2: Human Impacts

Outcomes

A student:

  • SCLS6-1

    poses questions and hypotheses for scientific investigation

  • SCLS6-2

    plans an investigation individually or collaboratively to obtain primary or secondary data and information

  • 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

  • SCLS6-6

    uses strategies to solve scientific problems

  • SCLS6-8

    identifies how primary or secondary data is used in scientific investigations

  • SCLS6-9

    uses patterns and trends in data to make observations and draw conclusions

Related Stage 6 outcomes INS11/12-1, INS11/12-2, INS11/12-3, INS11/12-4, INS11/12-6, INS11-8, INS11-9

Content Focus

Students recognise the significance of the Earth’s resources for living things. They explore a range of resources provided by the Earth and how humans use these resources to maintain life. They also consider the human impact on the environment.

Working Scientifically

In this module, students pose questions and hypotheses when planning and participating in investigations about human impacts on the Earth’s resources.

Content

  • Significance of the Earth’s Resources for Living Things

  • Inquiry question: What resources does the Earth provide to sustain life?
  • Students:
  • recognise that the Sun is necessary for life to exist on Earth
  • recognise that the atmosphere has gases that enable living things to survive, for example:
  • the oxygen that humans need to breathe is in the air
  • identify a range of natural resources provided by the Earth, for example:
  • timber
  • rocks and minerals
  • water
  • explore a range of ways in which humans use specific natural resources SE
  • Inquiry question: How can the Earth’s energy sources be managed more sustainably?
  • Students:
  • identify that conventional energy sources are finite, for example:
  • coal, oil, natural gas
  • explore the environmental impact of different energy sources and the implications of their use, for example: SEEU
  • the enhanced greenhouse effect and variations in global temperature
  • nuclear waste problems
  • investigate the development of alternative energy sources, for example: CCTEU
  • wind generators
  • nuclear energy
  • identify sources of energy that have the least impact on the environment, for example: SE
  • solar energy
  • hydro-electricity
  • wind-generated electricity
  • collect data on the uses of solar energy in the local environment, for example: CC
  • survey the use of solar hot-water systems in the local area
  • survey the use of solar pool heating in the local area
  • demonstrate ethical and safe practices when collecting data on the uses of solar energy in the local environment EUWE
  • explore the increasing importance and use of solar energy in everyday life, for example: CC
  • solar-powered calculators
  • solar batteries in satellites
  • solar cells for home electricity supply
  • solar hot-water systems
  • solar pool heating
  • Water Management

  • Inquiry question: How can humans contribute to improving water quality?
  • Students:
  • explore models of the Earth to recognise the distribution of water L
  • identify ways in which water is used in a range of global environments, for example: IU
  • for consumption
  • for hygiene
  • explore ways in which water can be polluted, for example: SE
  • household activities
  • industrial activities
  • participate in an investigation to test the quality of water in a local waterway CCTNCC
  • demonstrate safe practices when testing the quality of water in a local waterway WE
  • explore how water can be purified for human consumption, for example: CCT
  • water filtration
  • desalination
  • Introduced Species

  • Inquiry question: How do introduced species impact on ecosystems?
  • Students:
  • explore how and why species are introduced into particular ecosystems, for example:
  • rabbits
  • cane toads
  • participate in an investigation to explore a local introduced species, for example: SEDD
  • reason for introduction
  • ecosystem affected by the species
  • human activity contributing to introduced species
  • control of introduced species
  • demonstrate ethical practices when participating in an investigation of a local introduced species EU
  • explore how human activity can upset the balance of ecosystems when favouring introduced species SECCTEU
  • investigate the effect of introduced species on native Australian species SE