Humans need many things to stay alive, like food, air, water and shelter. Other living things have similar needs. These needs are met by the natural resources on Earth. It is the responsibility of everyone to protect these vital resources.
In Australia, the burning of coal generates most of our electricity. Fossil fuels produce vast amounts of the greenhouse gas carbon dioxide. This gives Australia one of the highest rates of greenhouse gas emissions per person in the world. Renewable resources such as wind, solar, tidal, hydroelectricity and biomass provide sustainable and clean alternatives.
Water is one of the most important substances on Earth. Water is present in the atmosphere, on the surface of the land and underground. About 70% of the human body is made up of water. Humans can survive for weeks without food but only a few days without water. In nature, plants and animals get water from rain, rivers and natural stores such as lakes. In modern society, water is needed for cities, industry and agriculture. To meet the needs of modern society, water resources have to be managed differently. This management changes the movement of water through the water cycle. (Rickard, Devlin, Linstead, Madden, & Spenceley, 2013, pp. 85, 99, 112, 122)
Students can describe the uses of a variety of natural and made resources.
Students can classify Earth’s resources as renewable or non-renewable.
Students can describe the uses of a variety of natural and made resources extracted from the various spheres around the Earth.
Students can outline features of some non-renewable resources including metal ores and fossil fuels.
Students can investigate strategies used to conserve and manage non-renewable resources.
Students can describe the resources used in our energy production.
Students can discuss different viewpoints that people may use in making decisions about the use different resources for energy production.
Students can outline the choices that need to be made when considering whether to obtain a resource.
Students can identify that water is an important resource that cycles through the environment.
Students can explain the physical processes involved in the water cycle.
Students can demonstrate how understanding the water cycle has influenced water management practices.
Students can research how Aboriginal and Torres Strait Islander peoples’ knowledge is used in management of resources.
Outcome
explains how advances in scientific understanding of processes that occur within and on the Earth, influence the choices people make about resource use and management SC4‑13ES
ES3 Scientific knowledge influences the choices people make in regard to the use and management of the Earth's resources.
Students:
a. classify a range of the Earth's resources as renewable or non-renewable (ACSSU116)
b. outline features of some non-renewable resources, including metal ores and fossil fuels
c. describe uses of a variety of natural and made resources extracted from the biosphere, atmosphere, lithosphere and hydrosphere
d. investigate some strategies used by people to conserve and manage non-renewable resources, eg recycling and the alternative use of natural and made resources
e. discuss different viewpoints people may use to weight criteria in making decisions about the use of a major non-renewable resource found in Australia
f. outline the choices that need to be made when considering whether to use scientific and technological advances to obtain a resource from Earth's spheres
ES4 Science understanding influences the development of practices in areas of human activity such as industry, agriculture and marine and terrestrial resource management. (ACSHE121, ACSHE136)
Students:
a. identify that water is an important resource that cycles through the environment (ACSSU222)
b. explain the water cycle in terms of the physical processes involved
c. demonstrate how scientific knowledge of the water cycle has influenced the development of household, industrial and agricultural water management practices
d. research how Aboriginal and Torres Strait Islander peoples' knowledge is being used in decisions to care for country and place, eg terrestrial and aquatic resource management
Additional content
Students:
investigate examples of how scientific knowledge has developed through collaboration of experts from across the disciplines of Science, eg space exploration and resource management
debate the economic and environmental impacts of mining and resource exploration
describe ways in which technology has increased the variety of made resources