Bound for Success Scope and Sequence Statements

SCIENCEEarth and BeyondConcept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:Forces on Earthand BeyondThe earth is made upof materials that arealtered by forceswithin it and on itssurfaceSustainability of lifedepends on the qualityof the air and theavailability of waterand materials fromthe ground• Knows the differentobservable features of thenatural environment (e.g.hills, plains, valleys,bushland, wind, clouds,sun, rain, desert, beach)and identifies the naturalfeatures within and aroundthe school. SS• Knows the differentcomponents of the naturalenvironment (e.g. soil,rocks, shells, water, air)and where they are (ierocks and soils make upthe ground, air is all roundand water is found in theoceans, rivers and creeks).• Knows that differencesexist between differenttypes of rocks, soils andwater (ie can compare andsay that two rocks aredifferent or the same orthat two soils are differentor the same).• Knows that theenvironment can changefrom day to day and fromnight to night (e.g. says“yesterday it was rainingand today it is sunny” and“you can’t see the sunanymore but I can see themoon and the stars”).• Makes simple statementsto describe how werespond to changes in theweather (e.g. says “when itis cold I wear a jumper” or“we will probably eatdinner outside tonightbecause it is hot”).• Knows that things in thenatural environment occurtogether (e.g. draws apicture of the beach andincludes shells, sand,water). A• Identifies features of theschool environment thatare natural (not made byman) and man-made. SS• Investigates which soilmakes the best sand castlesand speculates about why(e.g. says “this soil feelslike powder and is dry andred but this soil is grainyand feels wet and isbrown”).• Identifies parts of ournatural environment weneed to survive (e.g. says“we need water to stayalive”).• Knows that the sun isresponsible for shadowsand that they can ‘make’their own shadow.• Knows that that the airchanges in terms of smell,movement and clarity (e.g.says “the air is smoky andit’s really still”).• Recognises that differentaspects of the environment(temperature, clouds,wind, sun, visibility) canchange in different waysover a 24 hour period andthat they can predict thesedepending on the seasonand sometimes the time ofday (e.g. says “it’s reallyhot and windy today but itwas cold and still lastweek”).• Describes the majorfeatures of their own localenvironment, such asbushland, trees, beachland,swamps or wetlands,hills, valleys, rocky areas,gardens and ovals, andknows that a variety ofdifferent environmentsincluding snow-lands anddeserts exist beyond thelocal environment.• Sorts and classifies parts oftheir local environment asnatural or man-made andsays why (e.g. says “roadsare made by men becausethey clear a path”). SS• Recognises that differenttypes of soils exist and cansay which types are bestfor different common uses(e.g. says “beach sand isnot good for buildingcubby houses because itcollapses”).• Collects data showing howthe weather (temperature,rainfall, cloud cover andwind speed) changes overa week and comments onwhat it shows. N• Describes the effects of thewind, sun and rain on theenvironment.• Describes changes on theEarth, recognising thatsome are predictable as aresult of patterns (e.g.says “rain comes from low,black clouds so it doesn’tusually rain when cloudsare high and white”).• Begins to understand theways in which they andother living things dependon the Earth and areaffected by its changes.• Knows that environmentalforces or changes canaffect other parts of theenvironment (e.g. the windaffects waves and rain;wind moves dirt and sand;temperature and rainaffects water supply,sunlight affect plantgrowth).• Knows and describes waysthat we respond to the• Describes the differenttypes of environments intheir community andsurrounding region (e.g.says “a swamp is muddyand has lots of long grassand frogs” or “a desert isdry and has quite differentplans and animals”).• Knows the features of thewider environment that arenot natural (e.g. beachgroin, suburban canal,town garden plantings).• Knows how extremes ofweather such as droughtsand floods, effects acommunity.• Identifies the things thatmake up the environmentthat are used by humansfor their purposes (e.g. soiland rocks are brought infor gardens, water is usedby shire councils forwatering parks and ovalsand by us for washing anddrinking; trees are choppeddown for light poles).• Knows how the processesresulting from severeweather can bring aboutchanges to the earth’ssurface (e.g. says “therain- storm last nightwashed the river bankaway” or “every time thewind blows more sand isblown off the sandhills”).• Knows ways that thecommunity responds tochanges made by theweather (e.g. says “drainsare to stop the watermaking furrows on the sideof the road or playground”or “putting a load ofgravel here will stop thesand from washingaway”).• Recognises the differenttypes of environments thatexist and can compare thebasic differences betweenthem in terms of soil types,climates, plant and animallife (e.g. says “in a beachenvironment you wouldfind sandy soil, beach-typeshrubs and salt water butin a wetland area you findswampy, damp soil, reedsand wetland birds”).• Sorts and classifies soils,sands, water samples onthe basis of features suchas colour, particle size, andsaltiness.• Describes identifiablecauses for some of thechanges to the surface ofthe Earth or in theatmosphere; Identifieswhere some elements ofthe weather have causedmajor changes to theEarth’s surface over time(e.g. where erosion hasworn away river banks andseashores or where windhas blown away or shiftedsandhills).• Knows that the Earthdemonstrates powerfulforces such as volcanoes,cyclones, earthquakes,hurricanes and tsunamis;knows why these aredisasters in terms of thenegative effects onhumans, and knows wherethese disasters have and dooccur.• Identify was that theEarth’s resources are usedin the community. Knowsthat people are constantlychanging the environmentby clearing land and makesconnections betweenclearing the land,development andpopulation increases.Knows that a range ofnatural resources are usedby humans to makeimprovements to thecommunity (e.g. trees arefelled for timber and stoneis used to make walls andhouses). Names some ofthe Earth’s mineralresources (e.g. gold andother minerals, metal ores,oil, coal and natural gas).• Knows the need toconserve water and• Knows that there aredifferent types of rocksand that they are oftenfound in differentlocations. Compares rockscollected from differentlocations based onobservable characteristicssuch as colour, hardness,size of grains and particles,presence of fossils andlayers, crystals and shine.Knows that the origin ofdifferent rocks gives usinformation about the past(e.g. limestone rocks in anarea suggest that the areawas once coastal; basalt ishardened lava so it’spresence indicates avolcano was once nearby).• Knows that humans havean effect on the naturalenvironment throughprocesses such as mining,land clearing, building ofcanals for irrigation andcan recognise the effects ofthese changes on both theliving and non-livingenvironment.• Knows how the use of theEarth’s resources (water,soil, rocks, trees, coal, oiland gas) can change thephysical environment.• Knows that naturalcatastrophes includingfloods, droughts, cyclones,dust storms, earthquakesand tsunamis, occurfrequently on Earth due tonatural processes in theatmosphere and in theEarth itself and knows thepositive and negativeeffects of on theenvironment and onhumans.• Knows that someresources are renewableand some are not (nonrenewable)and says whichtype belongs to eachgroup.• Identifies and describes theeffects of low rainfall anddrought on theenvironment and onhumans.• Knows that the Earth ismade up of a variety ofdifferent materials(including soil, coal, oil,minerals, rocks) and thatthese have originated indifferent ways (e.g. soiloriginates from rocksthrough weatheringprocesses; coal and oil areformed from ancient livingplants and animals inswamps and the sea, latersubject to huge pressuresand earth movements overmillions of years; rocks aremade up of minerals (e.g.quartz, mica) formed by avariety of pressures andheat beneath the Earth’ssurface.• Knows that commonfeatures of the Earth’ssurface are due to longterm repetitious processes(e.g. water flowing overrocks creating gravel,waves hitting rockscreating sand and thecontinual heating andcooling of rocks causingcracks and dents in theirsurface).• Knows that humans andnatural processes effect theenvironment and cancompare the similaritiesand differences inconsequences, to theenvironment and tohumans, of processes suchas land clearing (throughincreased salinity, waterquality and loss ofbushland and the impacton farming), housingdevelopment, erosion andmining.• Knows that humans use awide variety of resourcesform the Earth includingwater, coal, oil, natural gasas well as gold and otherminerals (e.g. iron ore andaluminium ore) and knowsthat some of these arerenewable and some arenot.• Knows which of theEarth’s resources arereusable, renewable orneither.• Knows that the Earth’sweather can result in shortterm changes in the Earth’ssurface (e.g. processes ofthe water cycle such as• Knows the types of earth’sresources (e.g. water - soil-minerals).• Identifies sea and landbreezes and the effects ofheating of the earth’ssurface.• Knows the characteristicsand origins of soils, fossilfuels and commonminerals and can identifythese using observablefeatures.• Knows there are threetypes of rock (igneous,metamorphic andsedimentary); knows theirorigins and how they areclassified, and identifieswhere these might befound in the localenvironment.• Knows the Earth’s basicinternal structure and usesmodels to show howfaulting and folding of theEarth’s crust can bringabout the formation of hillsand mountains overmillions of years. SS• Knows that movement ofthe Earth’s crust results inearthquakes and volcanoesand identifies earthquakezones. Labels the parts of avolcano and understandsthe two types of lava;locates famous volcanoesand examines anddescribes patterns oferuption over time.• Knows the water cycle andrecognizes and describeshow the processes ofevaporation, condensationand precipitation occur.• Knows basic weatherpatterns and differentmethods and toolsscientists use to gatherinformation (barometer,thermometer, anemometer,weather balloons,satellites).• Knows the causes andeffects of changes inenvironments andcompares natural processessuch as erosion andweathering with human• Knows how soils varyacross different locationsand how this relates to thegrowth of plants.• Classifies igneous,sedimentary andmetamorphic rocks bytheir physical properties.• Knows the basic rockcycle and the processes ofphysical and chemicalweathering; knows theeffects of weathering onbuildings and monuments.• Knows how fossil fuels(oil, gas and coal) areformed and knows thelocations of major metalore bodies in the Earth’scrust.• Knows basic processes ofobtaining resources(underground and open cutmining); gives examples ofwhere these occur andknows that these haveshort and long termphysical and biologicaleffects on the environment.• Uses concepts such asconvection to explain landand sea breeze patterns.• Knows the water cycle interms of the finite amountof fresh water on earth.• Knows the different layersof the atmosphere fromtroposphere to ionosphere,their features and man’sinteractions with them.• Uses the theory of platetectonics to explain globalpatterns of geologicalactivities; knows thattectonic forces result infault lines, earthquakes,volcanoes and formation ofmountains and oceanictrenches and uses modelsto show how these occur,describing the effects ofthese on the living andnon-living environments.Recognises that plateboundaries coincide withearthquake and volcanozones and knows howscientists are able topredict where futurecatastrophes may occur.Explores the causes andconsequences of globalatmospheric changes;knows how environmentalchange results from man’sBound for Success Scope and Sequence Statements V2 Page 50 Working Document Semester One 2007