Embedded Files
This is the teacher notes page identifying the outcomes addressed in these lessons. Copy each lesson link and send it to your students. For printable versions of these materials log into the teacher information section of the Department of Education.
Introduction
Introduction
During these lessons’ students will:
compare and contrast weather and climate
study the concept of temperature anomalies
engage with information and data on the links between evidence of carbon dioxide levels in the atmosphere and temperate trends
study, mind map and write a discussion on the impact of sea ice extent on ecosystems
study, mind map and answer questions on the impact of rising temperatures on ocean ecosystems
research information and answer questions on the impact of rising temperatures on Australia’s climate and ecosystems
study and answer questions on the carbon cycle
study data and information on the emissions from different sectors in Australia
research and identify advantages and disadvantages of methods to reduce emissions from different sources
research and engage with information on the 2020 Australian bushfires and the problems with hot burns
evaluate understanding of how Aboriginals have managed land.
Learning Intentions:
To know how a changing climate can impact ecosystems.
To understand information on the relationship between greenhouse gas emissions and climate science.
To be able to engage with data and information to draw valid conclusions.
Outcomes:
SC5-13ES explains how scientific knowledge about global patterns of geological activity and interactions involving global systems can be used to inform decisions related to contemporary issues
SC5-14LW analyses interactions between components and processes within biological systems
SC5-7WS processes, analyses and evaluates data from first-hand investigations and secondary sources to develop evidence-based arguments and conclusions
SC5-8WS applies scientific understanding and critical thinking skills to suggest possible solutions to identified problems
SC5-9WS presents science ideas and evidence for a particular purpose and to a specific audience, using appropriate scientific language, conventions and representations
Students will:
compare and contrast weather and climate
study the concept of temperature anomalies
engage with information and data on the links between evidence of carbon dioxide levels in the atmosphere and temperate trends.
Learning Intentions:
To understand the difference between weather and climate.
To be able to extract and analyse information from graphs.
To be able to evaluate evidence of the effect of the greenhouse effect on climate change.
Success Criteria:
I have completed a Venn diagram that compares weather and climate.
I have identified trends in world temperature data.
I can compare climate data with atmospheric carbon dioxide levels.
Content:
ES3 People use scientific knowledge to evaluate claims, explanations or predictions in relation to interactions involving the atmosphere, biosphere, hydrosphere and lithosphere.
ES3a Students outline how global systems rely on interactions involving the biosphere, lithosphere, hydrosphere and atmosphere, including the carbon cycle.
ES3b Students describe some impacts of natural events, including cyclones, volcanic eruptions or earthquakes, on the Earth's spheres.
ES3a Students evaluate scientific evidence of some current issues affecting society that are the result of human activity on global systems, eg the greenhouse effect, ozone layer depletion, effect of climate change on sea levels, long-term effects of waste management and loss of biodiversity.
WS7.1a Students process data and information by selecting and using a variety of methods to organise data and information including diagrams, tables, models, spreadsheets and databases.
WS7.1b Students process data and information by selecting and extracting information from tables, flow diagrams, other texts, audiovisual resources and graphs, including histograms and column, sector or line graphs.
WS7.1c Students process data and information by accessing data and information by using a range of appropriate digital technologies.
WS7.1e Students process data and information by identifying data which supports or discounts a question or hypothesis being investigated or a proposed solution to a problem.
WS7.2a Students analyse data and information by analysing patterns and trends, including identifying inconsistencies in data and information.
WS7.2b Students analyse data and information by describing relationships between variables.
WS7.2d Students analyse data and information by using knowledge of scientific concepts to draw conclusions that are consistent with evidence.
WS7.2e Students analyse data and information by synthesising data and information to develop evidence-based arguments.
WS7.2f Students analyse data and information by evaluating conclusions and evidence, including identifying sources of uncertainty and possible alternative explanations.
Students will:
study, mind map and write a discussion on the impact of sea ice extent on ecosystems
study, mind map and answer questions on the impact of rising temperatures on ocean ecosystems
research information and answer questions on the impact of rising temperatures on Australia’s climate and ecosystems.
Learning Intentions:
To understand ways in which global systems, like the biosphere, atmosphere and the hydrosphere interact with each other.
To understand the scientific evidence of current issues affecting society that are the result of human activity on global systems.
Success Criteria:
I can analyse data and present information on the impact of temperature increases on the extent of sea ice and Arctic ecosystems.
I have researched and presented information on the impact of global temperature changes on ocean chemistry and ecosystems.
I have engaged with and analysed information on the effect of temperature changes on Australian ecosystems.
Content:
ES3 People use scientific knowledge to evaluate claims, explanations or predictions in relation to interactions involving the atmosphere, biosphere, hydrosphere and lithosphere.
ES3a Students outline how global systems rely on interactions involving the biosphere, lithosphere, hydrosphere and atmosphere, including the carbon cycle.
ES3c Students evaluate scientific evidence of some current issues affecting society that are the result of human activity on global systems, eg the greenhouse effect, ozone layer depletion, effect of climate change on sea levels, long-term effects of waste management and loss of biodiversity.
ES3d Students discuss the reasons different groups in society may use or weight criteria differently to evaluate claims, explanations or predictions in making decisions about contemporary issues involving interactions of the Earth's spheres.
WS7.1b Students process data and information by selecting and extracting information from tables, flow diagrams, other texts, audiovisual resources and graphs, including histograms and column, sector or line graphs.
WS7.1c Students process data and information by accessing data and information by using a range of appropriate digital technologies.
WS7.1e Students process data and information by identifying data which supports or discounts a question or hypothesis being investigated or a proposed solution to a problem.
WS7.2a Students analyse data and information by analysing patterns and trends, including identifying inconsistencies in data and information.
WS7.2b Students analyse data and information by describing relationships between variables.
WS7.2d Students analyse data and information by using knowledge of scientific concepts to draw conclusions that are consistent with evidence.
WS7.2e Students analyse data and information by synthesising data and information to develop evidence-based arguments.
WS7.2f Students analyse data and information by evaluating conclusions and evidence, including identifying sources of uncertainty and possible alternative explanations.
WS8a Students solve problems by describing strategies to develop a range of possible solutions to an identified problem
WS8b Students solve problems by assessing strategies that have been identified as possible solutions to an identified problem
WS8c Students solve problems by applying the processes of Working Scientifically in developing creative solutions to problems
WS8dStudents solve problems by using cause-and-effect relationships to explain ideas
WS8f Students solve problems byapplying critical thinking in considering suggested proposals, solutions and conclusions, including a consideration of risk
WS9a Students communicate by selecting and using in presentations, for different purposes and contexts, appropriate text types including discussions, explanations, expositions, procedures, recounts or reports
WS9c Students communicate by proposing ideas that demonstrate coherence and logical progression
WS9d Students communicate by presenting scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations for specific audiences
Students will:
study and answer questions on the carbon cycle
study data and information on the emissions from different sectors in Australia
research and identify advantages and disadvantages of methods to reduce emissions from different sources
research and engage with information on the 2020 Australian bushfires and the problems with hot burns
evaluate understanding of how Aboriginals have managed land.
Learning Intentions:
To understand the carbon cycle.
To analyse data and research information on greenhouse gas emissions in Australia.
To be able to engage with information to assess ways that Aboriginal and Torres Strait Islander Peoples' cultural practices and knowledge of the environment contributes to the conservation and management of sustainable ecosystems.
Success Criteria:
I can extract and understand information from flow charts and graphs.
I can research and identify advantages and disadvantages of methods to reduce greenhouse gas emissions from major sectors in Australia.
I have completed a KWLH on Aboriginal land management.
Content:
ES3 People use scientific knowledge to evaluate claims, explanations or predictions in relation to interactions involving the atmosphere, biosphere, hydrosphere and lithosphere.
ES3d Students outline how global systems rely on interactions involving the biosphere, lithosphere, hydrosphere and atmosphere, including the carbon cycle.
ES3e Students describe some impacts of natural events, including cyclones, volcanic eruptions or earthquakes, on the Earth's spheres.
ES3f Students evaluate scientific evidence of some current issues affecting society that are the result of human activity on global systems, eg the greenhouse effect, ozone layer depletion, effect of climate change on sea levels, long-term effects of waste management and loss of biodiversity.
ES3g Students discuss the reasons different groups in society may use or weight criteria differently to evaluate claims, explanations or predictions in making decisions about contemporary issues involving interactions of the Earth's spheres.
LW2 Conserving and maintaining the quality and sustainability of the environment requires scientific understanding of interactions within, the cycling of matter and the flow of energy through ecosystems.
LW2e Students assess ways that Aboriginal and Torres Strait Islander Peoples' cultural practices and knowledge of the environment contribute to the conservation and management of sustainable ecosystems.
WS7.1b Students process data and information by selecting and extracting information from tables, flow diagrams, other texts, audiovisual resources and graphs, including histograms and column, sector or line graphs.
WS7.1c Students process data and information by accessing data and information by using a range of appropriate digital technologies.
WS7.1e Students process data and information by identifying data which supports or discounts a question or hypothesis being investigated or a proposed solution to a problem.
WS8a Students solve problems by describing strategies to develop a range of possible solutions to an identified problem.
WS8b Students solve problems by assessing strategies that have been identified as possible solutions to an identified problem.
WS8c Students solve problems by applying the processes of Working Scientifically in developing creative solutions to problems.
WS8d Students solve problems by using cause-and-effect relationships to explain ideas.
WS8f Students solve problems by applying critical thinking in considering suggested proposals, solutions and conclusions, including a consideration of risk
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