OUTCOMES AND INDICATORS TO BE COVERED ACROSS INTEGRATED UNIT

Outcomes

Indicators

ST1-4WS investigates questions and predictions by

collecting and recording data, sharing and reflecting
on their experiences and comparing what they and
others know

Students question and predict by:

responding to and posing questions (ACSIS024,
ACSIS037)
making predictions about familiar objects and events and
the outcomes of investigations
Students conduct investigations by:
displaying data and information in a variety of ways,
including drawings, simple texts, provided tables and
graphs, using digital technologies as appropriate.

(Lesson 3 & 5)

ST1-5WT uses a structured design process,

everyday tools, materials, equipment and
techniques to produce solutions that respond to
identified needs and wants
(Lesson 4)

ST1-9ES identifies ways that people use science in

their daily lives to care for the environment and the
Earths resources.
(Lessons 1, 2, 3, 4, 5 & 6)

ST1-8ES describes some observable changes that

occur in the sky and landscape
(Lesson 3)

Students explore and define a task by:

identifying needs and wants of users/audiences, eg using
interviews, observations and surveys
Students generate and develop ideas by:
using techniques for documenting and communicating
design ideas, including simple plans, drawings and
models, using familiar materials
describing the features of design ideas and the materials
they select
Earths resources, including water, are used in a variety of ways
(ACSSU032)

identify that some common resources are obtained from

the Earth, including soil, minerals and water.

explore ways in which people use science knowledge

and skills in their daily lives to care for the environment
and use resources sustainably
describe how some materials obtained from the Earth
are used in a range of products at home or at school
share their observations and ideas about the ways that
water is used by people in their daily lives
Students process and analyse data and information by:
describing changes in objects and events observed in
investigations (ASSHE021, ASSHE034)
use a range of methods to describe observable, short-term
changes in the sky, e.g. clouds

ST1-16P describes a range of manufactured

products in the local environment and how their
different purposes influence their design.
(Lesson 6)

explore ways that products may be designed and made

to conserve resources, eg recyclable materials and
reusable containers.

EN1-1A: communicates with a range of people in

informal and guided activities demonstrating
interaction skills and considers how own
communication is adjusted in different situations
(Lesson 1 & 2)

use turn-taking, questioning and other behaviours

related to class discussions
engage in conversations and discussions, using active
listening behaviours, showing interest, and contributing
ideas, information and questions (ACELY1656)

MA1-9MG: measures, records, compares and

estimates lengths and distances using uniform
informal units, metres and centimeters
(Lesson 2)

VAS1.2 Uses the forms to make artworks according

to varying requirements.
(Lesson 2, 4)

Measure and compare the lengths of pairs of objects

using uniform informal units (ACMMG019)

thinks about how they can interpret the teachers or others

requirements for art making (eg use of materials,
investigation of subject matter, scale and purpose of the
work)

KSK
LESSON 1
Natural resources are those resources that are obtained from the Earth and are essential for
human living. They include air, water, coal, oil, minerals, plants, animals, sunlight (BOS NSW,
2012; Education Portal, 2013).
Natural resources can be used and manipulated, but they cannot be made by humans. They
are formed in and by the Earth through natural processes (Education Portal, 2013).
LESSON 2
Renewable resources are natural resources that are infinitely available, or can be replaced or
replenished
Non renewable resources are those resources from the Earth that are finite. The replacement of
these resources such as coal and oil, would take billions of years therefore its use is not
sustainable.
(eSchooltoday, 2010).
LESSON 3
Water is a natural resource that is constantly moving through the water cycle (Weather Wiz Kids,
2013; WWF, 2014)
The water cycle process: Water warms and evaporates, then cools in the atmosphere and
condenses, then forms together until water droplets are too heavy and precipitate to the ground,
refilling the bodies of water. (Weather Wiz Kids, 2013)
Water is vital for us to survive - drinking, plant and food growth. (NASA, 2010)
Water cycle experiment details- https://www.youtube.com/watch?v=44GH2gs8avo
LESSON 4
There are many ways to conserve water and simple tips can help us be more responsible about
water use (Park&Co, 2014)
LESSON 5

The air in the Earths atmosphere is an assortment of gases oxygen, nitrogen, argon, carbon
dioxide and water vapour (Kerrod , 1995; Preston & Crawford, 2012). These gases provide a
shield around out planet and this combination of gases is what makes life on Earth possible
(Cross, 1996).

Plants clean the air through the process of photosynthesis which is where they remove some
of the carbon dioxide that is present in the air with the help of water and light from the sun and
then convert this to oxygen by releasing it into the atmosphere (Suzuki & Vanderlinden, 2000).

Pollutants in the air such as those produced by burning coal and wood, raise the carbon
dioxide levels in the air which results in plants being unable to clean the air properly at an
efficient rate (Suzuki & Vandelinden, 2000).
LESSON 6

Paper is created from wood fibres through a process where wood from trees is broken down
using water and chemicals, which makes a substance called pulp and extra water is removed
and the pulp is rolled out and left to dry (Spilsbury & Spilsbury, 2006).