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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 4: Resource Management


A student:

  • SCLS6-1

    poses questions and hypotheses for scientific investigation

  • 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

  • SCLS6-5

    develops conclusions from primary or secondary data and information

  • SCLS6-6

    uses strategies to solve scientific problems

  • SCLS6-13

    recognises that scientific investigations can support or refute a hypothesis

  • SCLS6-14

    investigates how science impacts on society

  • SCLS6-15

    explores contemporary issues involving science

Related Stage 6 outcomes INS11/12-1, INS11/12-3, INS11/12-4, INS11/12-6, INS12-14, INS12-15

Content Focus

Students explore a range of issues related to the Earth’s resources that impact on human life, including pollution and disposal of waste. Students also consider the importance of managing resources and waste sustainably and how this can improve the world’s future.

Working Scientifically

In this module, students pose questions and develop hypotheses in relation to the use of Earth’s resources. They collect, represent and draw conclusions from primary or secondary data to communicate ideas about resource management.


  • Renewable and Non-renewable Resources

  • Inquiry question: What is the difference between renewable and non-renewable resources?
  • Students:
  • recognise renewable resources as those that can be replaced naturally SE
  • identify a range of renewable resources used by humans, for example:
  • timber
  • water
  • leather
  • solar energy
  • identify a range of non-renewable resources, for example:
  • oil
  • coal
  • gas
  • classify resources as renewable or non-renewable   DD
  • Inquiry question: How can an understanding of renewable and non-renewable resources lead to the conservation of resources?
  • Students:
  • collect and represent data on the use of renewable or non-renewable resources in the local area to draw conclusions, for example: N
  • at school
  • in the workplace
  • in a council area
  • demonstrate ethical and safe practices when collecting data on the use of renewable or non-renewable resources in a local community EUWE
  • predict the consequences of using non-renewable resources on the environment SE
  • explore ways to conserve non-renewable resources, for example: SECC
  • carpooling to use less petrol
  • using alternative sources of energy, eg solar energy
  • recycling glass, paper, plastic and metal wastes
  • Causes and Effects of Pollution

  • Inquiry question: How does human activity contribute to air and water pollution?
  • Students:
  • identify some causes of pollution of air and water, for example: SE
  • chemicals
  • burning
  • vehicle emissions
  • industrial or agricultural activity
  • litter in waterways
  • identify household activities that may contribute to pollution, for example: CC
  • pouring fats or oils down the drain
  • using detergents
  • using pesticides or herbicides in the garden
  • burning garden waste
  • burning wood and fossil fuels, which emit carbon dioxide
  • explore industrial and agricultural activity that may be a cause of pollution, for example: EU
  • heavy metals in waterways
  • gas emissions
  • use a water-testing kit to monitor water quality
  • record the reported air pollution index over a period of time
  • demonstrate safe practices when investigating the quality of the local environment WE
  • collect and represent data about the effects of pollution on living things, for example: N
  • mercury poisoning in fish
  • pesticide poisoning in birds
  • pesticide spraying of crops
  • overuse of fertilisers
  • explore the effects of pollution on human health, for example: EU
  • skin diseases
  • allergies
  • breathing problems 
  • Inquiry question: What happens to garbage?
  • Students:
  • investigate where domestic garbage is disposed of in their local area CC
  • investigate other methods of transferring and disposing of garbage CC
  • explore the effect of garbage on the environment, for example: SE
  • liquids seeping into nearby water sources
  • rotting materials
  • use of large areas of land
  • Recycling

  • Inquiry question: How can garbage be recycled to assist in the conservation of the environment?
  • Students:
  • recognise that some materials can be recycled, for example:
  • paper
  • plastic
  • glass
  • identify materials in the home that can be recycled, for example: CC
  • vegetable peelings
  • plastic bottles
  • aluminium cans
  • newspapers
  • engage in processes to maximise recycling in a familiar context, for example: psccc
  • using bins for rubbish
  • using a divided bin for recycling
  • box container for plastics, papers, cans or glass
  • compost
  • develop skills in responsible disposal of non-recyclable materials psccc
  • identify recycling or garbage waste processes in the community, for example:
  • waste paper collection
  • garbage collection
  • collection bins for used clothing
  • council clean up services
  • demonstrate safe practices when recycling materials we
  • explore how recycling activities assist with the sustainable management of resources se
  • Personal and Community Responsibilities for Managing Resources

  • Inquiry question: How can resources be managed responsibly?
  • Students:
  • recognise that individuals and the community have a responsibility to manage resources secc
  • identify responsibilities associated with resource use, for example: SECC
  • conservation of water
  • efficient use of fuels
  • recycling of materials
  • reduction in household waste
  • use of environmentally friendly products
  • describe actions that an individual can take at home to manage resources responsibly, for example: SEPSCCC
  • reduce household water consumption by turning off water while brushing teeth
  • reduce household energy consumption by turning off lights in rooms that are not being used
  • reduce household use of chemicals by using only a small amount of detergent when washing up
  • explore actions a community can take to manage resources responsibly, for example: CC
  • reduce household waste
  • conserve natural bushland
  • use waterways responsibly
  • investigate how the actions of individuals and communities can contribute to the future sustainability of resources SECC