Sustainability for Years 5-6 by Teacher Superstore

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Contents Teachers’ Notes Curriculum Links

4 5

Section Four: World Views

Transport Around The Globe

Sustainable Transport 1

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Section One: Biosphere

Sustainable Role Models

The Biosphere Sustains Life 1

Fly Carbon Neutral

The Biosphere Sustains Life 2

A Global Change Of Heart

Global Sustainability

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Sustainable Transport 2

Sustainability And The Earth’s Biosphere 7

The Super Atmosphere 1

The Super Atmosphere 2

Section Five: Futures

Hydrosphere And Lithosphere

Sustainable Buildings

Looking At The Hydrosphere And Lithosphere

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The Atmosphere – Invisible Gases

Recycling: Sustainable Futures 1

Recycling: Sustainable Futures 2

© ReadyE dP ub l i ca t i onPolicies s Mobile Phones - Recycling 15 - Everyone’s Responsibility •f orr evi ew16 puWaste r p o sesonl y• What Is An Ecosystem? Shopping Bags – The Shocking Facts Section Two: Ecosystems

Understanding Ecosystems 2

Thinking About Ecosystems

How Do People Affect Ecosystems?

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Affecting Ecosystems 1 Affecting Ecosystems 2

Shopping Bag Initiatives A Community Project Answers

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Section Three: Sustainable Patterns Of Living

Fishing For The Future 1

Fishing For The Future 2

Let’s Go Crabbing 1

Let’s Go Crabbing 2

Ecotourism

Sustainable Tourism

43 44 45

Sustainable Communities For The Future 46

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Understanding Ecosystems 1

47 48-50

Teachers’ Notes Sustainability is the ongoing capacity of Earth to maintain all life. Sustainable patterns of living meet the needs of the present without compromising the ability of future generations to meet their needs. Actions to improve sustainability are both individual and collective endeavours shared across local and global communities. They necessitate a renewed and balanced approach to the way humans interact with each other and interact with the environment.

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Education of sustainability develops the knowledge, skills, values and world views necessary for people to act in ways that contribute to more sustainable patterns of living. Being educated about sustainability enables individuals and communities to reflect on ways of interpreting and engaging with the world. Sustainability is future-orientated, focusing on protecting environments and creating a more ecologically and socially just world through informed action. Actions that support more sustainable patterns of living require consideration of environmental, social, cultural and economic systems and their interdependence.

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Sustainability has been identified in the Australian curriculum as one of three important cross-curriculum priorities. This means that teachers and educators are required to give students the opportunity to demonstrate their understanding of sustainabilty across all learning areas.

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For each cross-curriculum priority, a set of organising ideas is provided. These organising ideas reflect the essential knowledge, understandings and skills for the priority. The organising ideas are referenced at the bottom of each page throughout the book.

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o c . Sustainability For Yearsc 5 - 6 comprises student information and activity pages. e h r er o As students work their way through this resource,s they will demonstrate their t s r u e p understanding of the organising ideas in a variety of ways. Answers to the tasks are provided at the back of the book.

Curriculum Links

Organising Ideas

SYSTEMS OI.1 The biosphere is a dynamic system providing conditions that sustain life on Earth.

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OI.2 All life forms, including human life, are connected through ecosystems on which they depend for their wellbeing and survival.

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WORLD VIEWS

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OI.3 Sustainable patterns of living rely on the interdependence of healthy social, economic and ecological systems.

OI.4 World views that recognise the dependence of living things on healthy ecosystems, and value diversity and social justice, are essential for achieving sustainability.

ÂŠ ReadyEdPubl i cat i ons â&#x20AC;˘f orr evi ew pur posesonl yâ&#x20AC;˘

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FUTURES

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OI.5 World views are formed by experiences at personal, local, national and global levels, and are linked to individual and community actions for sustainability.

OI.6 The sustainability of ecological, social and economic systems is achieved through informed individual and community action that values local and global equity and fairness across generations into the future.

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OI.7 Actions for a more sustainable future reflect values of care, respect and responsibility, and require us to explore and understand environments. OI.8 Designing action for sustainability requires an evaluation of past practices, the assessment of scientific and technological developments, and balanced judgments based on projected future economic, social and environmental impacts. OI.9 Sustainable futures result from actions designed to preserve and/or restore the quality and uniqueness of environments.

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Section One: Biosphere

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Information Sheet

It is important that the people who live on Earth today make sure that the Earth’s environment is kept healthy for future generations. World leaders such as Prime Ministers and Presidents are responsible for making important decisions about how the world is kept healthy. These decisions are a part of a global strategy for sustainable development. Even though it is world leaders who make the big decisions about the environment, it is the actions of every day people that makes a real difference. It is time now for you to think about the world, the environment and the future. What part will you play?

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What is the biosphere?

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Sustainability And The Earth’s Biosphere Maths ?

Biosphere is a word that describes the living world. The biosphere is also all of the ecosystems operating together. All life on Earth is within the biosphere. Imagine the world like a basketball spinning in the air. The biosphere is made up of different parts. Imagine throwing a basketball up into the air, this is called the atmosphere. Insects and birds are commonly found in the atmosphere. Now imagine bouncing the basketball onto the ground, this is the lithosphere. Now imagine that the basketball rolls into the ocean and sinks to the bottom, this is a part of the hydrosphere. The biosphere is any place where life exists.

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The biosphere is made up of different parts:

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The biosphere is important in sustaining life on Earth. There are many factors that affect the biosphere’s ability to keep living organisms alive. BIG FACTORS • The distance between the Earth and Sun needs to remain constant or the planet will be too hot or too cold to sustain life. • The tilt of the Earth creates the seasons, six months of warmer weather and six months of cooler weather. SMALL FACTORS • The Earth is affected by the daily weather, climate and erosion (the wasting away of land). • Humans and all life forms need to adapt daily to the Earth’s conditions.

o c . che e structures of the earth; r o r st super hydrosphere – oceans, atmosphere – the air;

seas and lakes.

Organising Idea: The biosphere is a dynamic system providing conditions that sustain life on Earth. (OI.1)

The Biosphere Sustains Life 1 Maths ?

Activity

Read the information on page 7, then complete this activity sheet.

The biosphere is made up of different parts. Label the diagram. Draw an animal living in each part of the biosphere.

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a ______________________

l ______________________

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h ______________________

o c . che e r o tliving in the biosphere’s r the sheep s su1. pAre r e qatmosphere or qhydrosphere? Look at the picture and tick the correct answer/s.

2. Are the tree roots in the qatmosphere, qhydrosphere or qlithosphere? 3. What organisms are in the picture? qsheep qsoil qtrees qrocks

Extra!

Literacy: Pair up and test each other on the spellings: biosphere, lithosphere, hydrosphere, and sustainability. 8

Organising Idea: The biosphere is a dynamic system providing conditions that sustain life on Earth. (OI.1)

The Biosphere Sustains Life 2 Maths ?

Activity

Read the information on page 7, then complete this activity sheet.

Definitions In your own words define… atmosphere: _ ____________________________________________________________ lithosphere:_ _____________________________________________________________

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hydrosphere:_ ____________________________________________________________

1. Plants and animals are organisms. What would happen to the organisms in the biosphere if the distance between the Earth and the Sun was greatly reduced?

______________________________________________

2. What would happen to the organisms in the biosphere if the distance between the Earth and the Sun was greatly increased? ______________________________________________

______________________________________________

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3. What would happen to the organisms in the biosphere if there was a dramatic change in the tilt of the Earth?

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True or False? 1. An eagle lives in the Earth’s atmosphere.

Circle:

True / False

2. A fish lives in the Earth’s hydrosphere.

Circle:

True / False

3. Lithosphere is not part of the Earth’s biosphere.

Circle:

True / False

Organising Idea: The biosphere is a dynamic system providing conditions that sustain life on Earth. (OI.1)

The Atmosphere – Invisible Gases Maths ?

Information Sheet

What is the atmosphere?

We can’t see the wind but we know that it exists because we can see objects such as branches moving. The atmosphere is similar. We can’t see it but it is all around us. The atmosphere is made up of invisible gases. Each of these gases protects life on Earth.

Gases in the Earth’s atmosphere

Argon (0.93%) Carbon Dioxide (0.038%)

Nitrogen (78%)

How does the atmosphere help us to survive?

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The atmosphere keeps the Earth warm by absorbing heat from the Sun. Organisms need the right amount of heat to live.

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The atmosphere prevents the Earth from being too cold. If the Earth is too cold, it cannot sustain life.

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Job 1:

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Oxygen (21%)

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The atmosphere is a thin layer of gases that surrounds the Earth. It is the control centre of the Earth’s temperature, ozone and weather patterns. Study the pie chart (left) to discover which gases make up the Earth’s atmosphere.

o c . The atmosphere blocksc The atmosphere e h r o the Earth from much of the e provides the air t r s sup r e Sun’s harmful ultraviolet that humans, Job 3:

rays.

Fast Fact 10

Job 4:

animals and plants breathe in to survive.

The atmosphere is 480 km thick. 80% of the atmosphere is within 16 km of the surface of the Earth. There is no exact place where the atmosphere ends, it just gets thinner and thinner until it merges with outer space. Organising Idea: The biosphere is a dynamic system providing conditions that sustain life on Earth. (OI.1)

The Super Maths ? Atmosphere 1 Activity Read the information on page 10, then complete this activity sheet.

Imagine!

Imagine the atmosphere is a superhero and it is named Captain Atmosphere.

3. Draw where Captain Atmosphere lives.

1. Describe Captain Atmosphere’s four jobs below.

_ ________________________________

Job 2:_ __________________________

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Job 1:_ __________________________

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_ ________________________________

Job 3:_ __________________________

_ ________________________________

Job 4:_ __________________________

_ ________________________________

2. Note down Captain Atmosphere’s superhero superpowers.

_ ____________________________________________________________________

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o c . che e r o t Superpowers s su per Superhero Captain Atmospherer

Find all the little words that you can in the big words:

_ ________________________________

Organising Idea: The biosphere is a dynamic system providing conditions that sustain life on Earth. (OI.1)

The Super Maths ? Atmosphere 2 Activity Read the information on page 10, then complete this activity sheet.

Pictorial Representation 2

Record the information that is presented in the pie chart on page 10 in either table or graph form below.

Draw Earth. Then draw where the atmosphere is in relation to Earth.

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Pictorial Representation 1

Label your diagram. Show where the atmosphere is at its thickest. Show where the atmosphere is at its thinnest.

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Unscramble the words to create a list of the gases in the atmosphere. _________________________________________

goarn =

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gentroni =

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o c . che e r o t the chemical r Use the unscrambled words above to label s su r e p symbols. yenxog =

_________________________________________ _________________________________________

Ar N2 O2 CO2 12

Organising Idea: The biosphere is a dynamic system providing conditions that sustain life on Earth. (OI.1)

Hydrosphere Maths ? And Lithosphere Information Sheet

The Earth's Water salty ocean water

97%

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1% groundwater

1%water frozen

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HYDROSPHERE All of the water on the Earth makes up the hydrosphere. This includes all of the world’s lakes, streams, oceans, rivers, groundwater, polar ice caps, glaciers, rain and snow. Water covers approximately 70% of the Earth’s surface. One important fact to know about the Earth’s water is that approximately 97% of it is salt water found in the oceans. If humans drink salty ocean water they become dehydrated and can die.

lakes, rivers and 1% streams

Only 3% of water in the hydrosphere is suitable for human consumption. This is a problem, especially when two–thirds of this 3% of consumable water is stuck in frozen glaciers and in polar ice caps. The remaining 1% of water is available for drinking. Of this 1%, most of it is groundwater, found far down beneath the soil. Study the diagram (above) which explains this information.

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LITHOSPHERE The lithosphere is the solid part of the Earth consisting of the Earth’s crust (the thin outer layer of the Earth) and the upper mantle.

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Earth’s crust + upper mantle = lithosphere

o c . che e r o r st super The mantle is one of three layers of the Earth. The mantle is a layer sandwiched by the innermost layer, the core and the outer layer, the crust. The mantle is made up of hot, dense semisolid rock and is about 3,000 kilometres thick. Shade the lithosphere on the diagram.

upper mantle

Earth’s crust

lower mantle

Earth’s core liquid iron core

Organising Idea: The biosphere is a dynamic system providing conditions that sustain life on Earth. (OI.1)

Looking At Maths ? The Hydrosphere And Lithosphere

Activity

Read the information on page 13, then complete this activity sheet.

Questions

1. Why is it important to use drinking water wisely and not waste it?

____________________________________________________________________

2. If you were stuck on the ocean in a lifeboat, could you drink the ocean water to survive? Why not?

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r o e t s Bo r e _______________________________________________________________ p Why? _ __________________________________ ok u 3. Could you drink rainwater? S _______________________________________________________________ 4. Bear Grylls made drinking your own urine to survive, famous. Does this really work? Explain your answer.

_______________________________________________________________ _______________________________________________________________

Research: What are desalination plants? Could they be the answer to our water problems? Write your findings on the back of this sheet.

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core liquid iron core Earth’s crust

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Draw the upper and lower mantle on the apple. Then shade the parts that make up the lithosphere.

Research

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the dissected Earth. Label its different parts using these words:

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Complete these research questions in your workbooks.

1. When you think of the mantle what type of landform comes to mind, beginning with the letter v? 2. Find out the name given to boiling hot, flowing rock from this landform. 3. Reasearch how far down the core of the Earth is in kilometres. 14

Organising Idea: The biosphere is a dynamic system providing conditions that sustain life on Earth. (OI.1)

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Section Two: Ecosystems

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What Is An Maths ? Ecosystem?

Information Sheet

Read the information, then complete the activity sheet on page 17.

An ecosystem explained

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Everyday we get up and go about our daily lives. In one day, we might eat breakfast, have a shower, put on clothes, feed our pets and maybe even get bitten by a mosquito or a bug. Without even thinking about it, we are a part of what is called an ecosystem. All the plants and animals that are found in a particular location are grouped as ecosystems. Within each ecosystem every living and non-living life form depends on each other to survive. We are a system. Disturbances, such as changes in the environment caused by people, can be disastrous to all the living organisms within the ecosystem. Some examples of non-living things which support life in an ecosystem, are: light, air, soil and water. Some examples of living things in an ecosystem, are: plants and animals - these are called organisms. All living organisms perform certain life processes. They take in nutrients such as: air, sunlight, water and food. They use the energy from these nutrients to grow. Living organisms release energy by moving - playing a vital part in the ecosystem. Organisms also release waste products and react to their environment by producing offspring that are similar to themselves. A careful balance of all of these parts of an ecosystem is what keeps humans alive.

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We Are o c . cheA System r e o r st up er -s We Are Connected

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4 16

Organising Idea: All life forms, including human life, are connected through ecosystems on which they depend for their wellbeing and survival. (OI.2)

Understanding Ecosystems 1 Maths ?

Activity

Read the information on page 16, then complete this activity sheet.

1. This sentence is taken from the text on page 16, “Within each ecosystem every living and non-living life form depends on each other to survive.” Look at the example below , then add five of your own. E.g. Plants depend on the Sun to survive. i. _ ___________________ depend on_________________________ to survive.

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ii. ____________________ depend on_________________________ to survive. iii. ___________________ depend on_________________________ to survive.

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iv. ____________________ depend on_________________________ to survive.

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v. ____________________ depend on_________________________ to survive.

2. This sentence is taken from the text on page 16, “Disturbances, such as changes in the environment caused by people, can be disastrous to all the living organisms within this ecosystem.” Look at the example below of a human disturbance. Add five of your own examples.

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hunted and can upset the natural food chain, threatening other animals’ lives.

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Human Disturbance E.g. The over-hunting of one animal.

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3. What four non-living things does a plant need to survive? On the back of this sheet represent this information using a labelled diagram. Organising Idea: All life forms, including human life, are connected through ecosystems on which they depend for their wellbeing and survival. (OI.2)

Understanding Ecosystems 2

Activity

Read the information on page 16, then complete this activity sheet.

1. Using your own words, explain what idea the diagram on page 16 is representing.

________________________________________________________________________

2. The food chain is an essential part of an ecosystem. If the natural food chain is upset, the ecosystem is disturbed. Look at this food chain.

snake

rat

What happens to this food chain if there is no grass?

grasshopper

grass

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hawk

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________________________________________________________________________

3. Create a food chain using these living things: shark, fish, sealion, zooplankton.

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4. A food chain in the ocean begins with tiny one-celled organisms called diatoms. Diatoms make their own food using sunlight. Shrimp-like creatures eat diatoms. Small fish eat shrimp-like creatures, mackerel eat small fish, tuna eat mackerel and sharks eat tuna.

o c . che e r o Represent this information pictorially, then explain ont the back of this sheet, what r s s r u e p would happen if we took away the sunlight.

Organising Idea: All life forms, including human life, are connected through ecosystems on which they depend for their wellbeing and survival. (OI.2)

Thinking?About Ecosystems Activity Maths Before reading How Do People Affect Ecosystems? on page 20, look at the questions on the Think Sheet below and predict the answers.

Think Sheet

Name:___________________________ Date:__________

Question 1 What are some actions that people do which harm the environment and delicate ecosystems?

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Prediction (before reading):______________________________________________

What The Text Says (after reading):_________________________________________

_______________________________________________________________

Question 2

_______________________________________________________________

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What The Text Says (after reading):_________________________________________ _______________________________________________________________

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o c . ch e How do humans pollute the air? r er o st super Prediction (before reading):______________________________________________

Question 3

_______________________________________________________________ What The Text Says (after reading):_________________________________________ _______________________________________________________________

Read How Do People Affect Ecosystems? on page 20, then complete the second part to each question above. How do your predictions compare to the actual text? Discuss any similarities or differences with a partner. Organising Idea: All life forms, including human life, are connected through ecosystems on which they depend for their wellbeing and survival. (OI.2)

How Do People Affect Ecosystems? Maths ?

Information Sheet

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Urban Development Urban development is the clearing of land to build cities, industrial areas and housing. When trees, bush and scrub are cleared, nutrients in the soil are destroyed and animals lose their homes and plants lose their food sources. Human construction continues today at a rapid rate all over the world.

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There are many ways that people affect different ecosystems and sometimes this can have a negative impact. Read about four ways below that humans can have a negative impact on ecosystems.

Deforestation Deforestation is the cutting down of trees for human use. Seventy eight million acres of the world’s rainforests are deliberately destroyed each year by humans. Trees are needed as a natural air filter as they take in the dangerous carbon dioxide that humans breathe out. Trees also help to prevent flooding and provide homes for animals.

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Pollution Human-made cars, trucks, boats and planes all emit toxic gases into the air creating air pollution. People also use pesticides to stop their food crops from being eaten by bugs. These pesticides seep into groundwater, rivers and lakes, poisoning ecosystems. 20

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Overfishing Overfishing is unregulated and irresponsible fishing. It happens when too many fish are caught in one area. If too many adult fish are caught and are not left to reproduce, fish supplies can deplete and food chains are affected.

Organising Idea: All life forms, including human life, are connected through ecosystems on which they depend for their wellbeing and survival. (OI.2)

Affecting?Ecosystems 1 Maths

Activity

Read the information on page 20, then complete this activity sheet.

Be Creative From the point of view of an animal of your choice, write a diary entry saying how humans have affected your daily activities. _____________________________________________________________________

_____________________________________________________________________

In your own words, define ‘ecosystem’.

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Picture Clue o c . c e her r As well as humans, natural o t s super disasters and changes in

What else can impact an Ecosystem?

Natural Disaster

weather patterns can also affect the delicate balance of an ecosystem. Complete the table (right) using the picture clues. Add one of your own.

Organising Idea: All life forms, including human life, are connected through ecosystems on which they depend for their wellbeing and survival. (OI.2)

Affecting?Ecosystems 2 Maths

Activity

Read the information on page 20, then complete this activity sheet.

the bolded word/phrases under the correct headings to show how A. Place humans damage ecosystems. Add some of your own. build mass produce factories high intensity fishing affect the food chain prevent breeding of fish emit toxic gases clearing trees endanger animal homes clearing of lands destroy animals’ food sources take away bush medicines loss of soil nutrients increase in carbon dioxide levels destroy natural beauty contaminate natural water sources

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Deforestation

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Overfishing

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Pollution

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Urban Development

Can People Have a Positive B. How Impact on Ecosystems?

Luckily, we have scientists and geologists who spend their time trying to reverse the damage that we’ve done to the ecosystem.

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On the back of this sheet, in the form of one paragraph, explain how humans have had a positive impact on the ecosystem.

Organising Idea: All life forms, including human life, are connected through ecosystems on which they depend for their wellbeing and survival. (OI.2)

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Section Three: Sustainable Patterns Of Living

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Fishing For Maths ? The Future 1

Information Sheet

What is sustainability? Sustainability means to keep something going. Sustainability is necessary in order for humans to ensure that planet Earth and all of its resources can continue to provide a home for humans and for all other species (animals and plants) forever.

Social fishing

Commercial fishing

Commercial fishing plays an important part in the Australian economy. The sale of seafood is a good source of income for many Australian businesses.

Sustainable fishing

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Social fishing can be a lot of fun. If you have never tried it, perhaps give it a go. As well as eating seafood for enjoyment, social fishing can be an activity which brings groups of friends and the family together.

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FISH RESPONSIBLY

Whether you are fishing socially or commercially, sustainability needs to be a part of every fisherman/woman’s mindset. The amount of marine life in Australian waters needs to be managed and controlled. Each person can play his/her part by sticking to the rules. All laws and rules about fishing are based on aquatic research and the monitoring of aquatic resources.

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In Australia it is the Department of Fisheries who are responsible for maintaining sustainable fishing for the community. Sustainable fisheries management is key in protecting recreational fishing. One of the most important areas of research is finding out how many fish can be caught at any given time. Numbers of fish need to be successfully balanced between fishing for the right amount for food and for commercial sale. Overfishing, can lead to breeds of fish dying out.

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Organising Idea: Sustainable patterns of living rely on the interdependence of healthy social, economic and ecological systems. (OI.3)

Fishing For Maths ? The Future 2

Information Sheet

Department of Fisheries - managing fish stocks

Stock assessment (how many there are of one species) and data analysis (interpreting information) is one of the Department of Fisheries important jobs. Researchers and fisheries’ managers record information from the general public in order to help collect data. Important information about the growth, movement and breeding habits of some species will all help scientists to manage fish stocks sustainably and make sure that there will be enough fish for the future.

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Tagged marine life

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Many research projects take between three and ten years to complete all of their data collection and research. One way of providing information to the Fisheries Department is by reporting the details of any tagged marine life that you come across. The blue swimmer crab is one type of crab which the Fisheries Department research. Have you ever been crabbing? Even if your answer is no, imagine going out on a boat and pulling a large crab net up out of the water onto the boat. Hopefully there are some crabs in the net! If you ever do catch some crabs, the first thing to do is check if they are ‘size’. This means that you need to measure them and check they are not too small to keep. If they are too small you need to throw them back into the water before they die and leave them to grow more in size. If you pull up any other marine life, such as starfish, then make sure that you also return them to the water before they die, they are a vital part of the ecosystem.

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Phone the number of the Fisheries Department on the tag and leave the following information for the researcher: • Tag number • Crab size • Crab gender – male / female • If female – is she carrying eggs and if so, what colour are they? • The exact GPS location that you caught the crab • Depth of water in metres at which you caught the crab • If it is ‘size’ then report if you kept it • If it is undersize then report that you returned it to the water

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Downloading the FishTagWA app makes it easier for fishers to report information directly to the Department using their iPhone. Some of the types of tagged species you may find are: rock lobsters, blue swimmer crabs, deep-sea crabs, cobbler, pink snapper, tailor and Australian herring. For participating in the research, you will receive a lottery scratch card as a reward from the Department of Fisheries and may even receive a small prize. Organising Idea: Sustainable patterns of living rely on the interdependence of healthy social, economic and ecological systems. (OI.3)

Let’s Go Crabbing 1 Activity Maths ? Read Fishing For The Future 1 and Fishing For The Future 2 on pages 24 and 25 to help you to complete this activity sheet.

A Day Out Crabbing

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Explain what Carla and Tom should do with what they caught in:

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Carla and Tom were excited about the day ahead. They were heading out on their Dad’s boat to go crabbing. They hadn’t been crabbing before so they would need to learn about it. First of all they learnt how to drop the crab nets deep down in the water. Now all they had to do was to wait long enough for a crab to swim into the nets. After some time had passed they pulled up the first net. Tom pulled the rope as fast as he could, just like his Dad had shown him. Inside the first net there were two small crabs. They measured the crabs but they were undersize. Carla pulled up the second net. There was a large starfish in the net but no crabs. In the third net there was one small crab and one large crab. They measured both, one was the right size but the other was too small. In the last net they discovered an undersized crab that had a tag on it. They asked their Dad what they should do with it.

Crab Net 3

Crab Net 4

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Crab Net 1

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___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________

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___________________ ___________________ ___________________ ___________________

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___________________ ___________________ ___________________ ___________________

Think about the sustainable fishing methods shown by Carla and Tom. Brainstorm how else you could make sure that people are engaging in social fishing responsibly.

Organising Idea: Sustainable patterns of living rely on the interdependence of healthy social, economic and ecological systems. (OI.3)

Let’s Go Crabbing 2 Activity Maths ? Look at the tagged crab below that Carla and Tom caught in Crab Net 4. Carla and Tom live in Western Australia. In this state, a crab can be legally kept if the width of its carapace (shell covering) is 127mm. Carla and Tom look at their father’s boat’s GPS as soon as they find the crab. On it they read the following information: Depth: 9.6012m. Coordinates: 114˚ 39’ 54.8”E 22˚ 36’17.1”N .

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Male

Tag No. 36289

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After considering the above information and studying the crab below, complete the table at the bottom of this page.

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Fisheries Department: 08 9752 2152

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o c . che e Crab size (you will need a ruler): r o r st super Gender (male / female): Tag number:

Carrying eggs: GPS location: Depth of water: Kept the crab?: Organising Idea: Sustainable patterns of living rely on the interdependence of healthy social, economic and ecological systems. (OI.3)

Ecotourism Maths ?

Information Sheet

There's no place like

Australia

Australian tourism

The tourism industry is very important to Australia’s development because it contributes more than $70 billion a year to the economy and provides jobs for a million people. This means that 8% of the Australian workforce is employed directly or indirectly in services to tourism. The Australian Federal and State Governments actively promote Australia as a tourist destination through international and local advertising campaigns.

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What is ecotourism?

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An ever-increasing number of tourists want to experience a place’s natural attractions without damaging its environment. Ecotourism promotes sustainable tourism based on nature so that a place can be enjoyed by future generations. Some examples of ecotourism in Australia include nature walks with indigenous guides in The Top End to see rock art, camping out to stargaze in the desert and having brekkie with tiny darting penguins and albatross in Tasmania.

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How can tourist resorts be ecofriendly?

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Building tourist accommodation for resorts once meant bulldozing the natural vegetation, building resort facilities and landscaping new gardens with plants placed carefully around buildings. Eco-friendly resorts try to preserve the natural environment by: keeping as much of the native vegetation as possible - building around mature trees and not cutting them down; implementing educational programmes to teach tourists about the local culture, history, plants and wildlife; installing water and energy-saving technology; including tourists in surveys to monitor threatened species. 28

Organising Idea: Sustainable patterns of living rely on the interdependence of healthy social, economic and ecological systems. (OI.3)

Sustainable Maths ? Tourism

Activity

Read Ecotourism on page 28 to help you to complete this activity sheet.

1. Why does the Australian government like tourism?

________________________________________________________________________

2. Why do the Australian people like tourism?

________________________________________________________________________

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3. List 3 ways in which tourism could be harmful to the environment.

1st:_____________________________________________________________________

2nd:____________________________________________________________________ 3rd:_____________________________________________________________________

4. In your own words define ecotourism.

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________________________________________________________________________ ________________________________________________________________________

________________________________________________________________________

Tourism

Ecotourism

Old Way

New Way

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Old Way

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Old Way

New Way

Organising Idea: Sustainable patterns of living rely on the interdependence of healthy social, economic and ecological systems. (OI.3)

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Section Four: World Views

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Transport?Around The Globe Maths

Information Sheet

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Over time the way in which humans have moved around the Earth has changed dramatically. Before vehicles, people walked and rode on horses, camels or even on elephants, depending on where they lived. Once the wheel and the wagon were invented people had their first means of transportation which could carry many people or many goods at once. After the wagon, came the invention of automobiles. Henry Ford, the inventor of Ford Automobiles, invented the concept of the production-line in the early 1900s. This meant that many vehicles could be produced at the same time by each person working on their own specific part of the car. This process also brought down the costs involved of producing automobiles and the car became much more affordable for everyday people around the world and consequently the popularity of cars grew on a global basis. Along with the car came the global need for petrol - manufactured from oil.

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As communities around the world continue to grow and people get busier and busier, the need to travel from place to place gets greater and greater.

Oil is then transported to refineries and converted into different forms of oil all over the globe.

One day the world will run out of oil and alternate methods will need to be used to power vehicles.

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Oil is pumped from nonrenewable supplies in the ground around the world.

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Over time the world has become more connected. Many people travel from country to country doing business and improving relationships. This means that world travel has grown.

In the past, little attention was paid to sustainability. At first, people did not realise how much damage railways, planes, trams, cars and trucks would do to the environment.

Create more sustainable transport methods

Now leaders all around the world are banding together to create sustainable transport methods and regenerate old transport links.

Organising Idea: World views are formed by experiences at personal, local, national and global levels, and are linked to individual and community actions for sustainability. (OI.5)

Sustainable Transport 1

Activity

Read the information on page 31, then complete this activity sheet.

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1. Label the pictures from 1 to 5 to show how environmentally friendly each one is. 1 being the most environmentally friendly.

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2. Your numbered pictures should show that we have become less environmentally friendly over time in our methods of transport. Why is this?

________________________________________________________________________

________________________________________________________________________ We can be more sustainable in our use of transport on a personal, local, national and global level.

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sustainably?

o c . che e r o tworld leaders do to make r s sup 5. What could Australia do to make 6. e What can r transport more sustainable? transport more sustainable?

Organising Idea: World views are formed by experiences at personal, local, national and global levels, and are linked to individual and community actions for sustainability. (OI.5)

Sustainable Transport 2

Activity

Read the information on page 31, then complete the activity sheet.

1. Explain why global oil supplies could run low.

________________________________________________________________________

2. Explain why we have a greater need to travel today than in the past.

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3. Imagine that you are attending a World Leader meeting on global methods of transportation. You have been given one minute to speak about what you believe could be done to change world views on sustainable transport. Write your speech here.

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Organising Idea: World views are formed by experiences at personal, local, national and global levels, and are linked to individual and community actions for sustainability. (OI.5)

Sustainable Maths ? Role Models

Information Sheet

Today, more than ever before, people are travelling around the world for social and business reasons. This is because the world is becoming more connected. The negative implications of global air travel is pollution. Even if you don’t know whether you will be getting on a plane in the near future it is important to understand how aeroplanes harm the environment and also what airlines do to make sure that they try to repair any damage done.

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These gases are bad for the environment.

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or eBo st r e p ok u Planes burn fuel as they fly which release greenhouse gasesS into the atmosphere.

Environmentally programs ©friendly Rea dyEdPubl i cat i ons

Airlines today are involved in many different programs with the purpose of offsetting the environmental pollution that they cause. For example, airlines contribute to and raise money to pay for environmentally friendly programs such as the conservation of the precious Tasmanian native forests. This means that people can fly and know that they are still considering the environment and contributing towards sustainable living.

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Contributing to airlines’ voluntary Fly Carbon Neutral programs is not a large expense. Airlines give passengers the option to fly carbon neutral for hundreds of kilometres for only a few extra dollars!

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The cost to fly carbon neutral between Auckland and Wellington in New Zealand for example is estimated to be $1.42!

Fly Carbon Neutral

Organising Idea: World views are formed by experiences at personal, local, national and global levels, and are linked to individual and community actions for sustainability. (OI.5)

Fly Carbon Maths ? Neutral Activity Read the information on page 34, to help you to complete this activity sheet.

It is important that large global companies take action to be sustainable. By taking sustainable measures, global companies show others that being sustainable is important.

Questions

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1. What type of global company on page 34 is taking action to be sustainable?

___________________________________________________________________

2. What action is this type of global company taking?_________________________ ___________________________________________________________________

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3. Why does this type of company have a responsibility to be sustainable?

___________________________________________________________________ ___________________________________________________________________

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As a class, brainstorm local, national and global © R e a d yEdwho Pu l i c at i o s Think Tank companies areb large polluters ofn the Earth. • f orr evi ewNATIONAL pur poseson l y• LOCAL GLOBAL

. t e o Explain how one of these companies listed above could be greener. c . che e r ___________________________________________________________________ o r st super ___________________________________________________________________ Internet Research

Use the internet or classroom resources to make a list of 10 projects that airlines have contributed to with their fly carbon neutral or offset schemes. Find out what type of fuel planes could use which would be more environmentally friendly. Organising Idea: World views are formed by experiences at personal, local, national and global levels, and are linked to individual and community actions for sustainability. (OI.5)

A Global Change Of Heart

Information Sheet

Renewable and non-renewable resources

Some resources are renewable and others are non-renewable. Trees, sunlight and the wind are valuable resources which are also sustainable. For example, if a tree is cut down, another tree can be planted. Wind and sunlight are examples of renewable energy sources. Renewable resources are those which can be naturally regenerated as they are used.

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Non-renewable resources are those such as oil used for petrol. Once the world uses up all of its non-renewable resources there will be no more left. Solar-powered cars could be more popular in the future. Already we have electric cars, which run on electricity rather than petrol. The next step could be solar- powered cars for all which use sunshine to power the cars.

Over time the world has begun to realise the importance of looking for alternatives to non-renewable resources. It is important that our attitudes towards sustainable living change globally - after all, sustainability is a global issue.

Biofuel - a renewable resource

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Biofuel is a renewable energy source made from living things, or from the rubbish that living things make. Dead trees, branches, lawn clippings and wood chips can all be used to make biofuel. The production of biofuel is a growing global industry as interest in sustainable fuel sources grows each year. Biofuel is mostly made from plants that have just been cut. There are three main types of biofuel: ethanol biodiesel biojet fuel

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o c . che e r o r st super Ethanol is used in engines that use petrol, like most cars. Biodiesel is used in engines, which use diesel, like many four wheel drives and trucks. Biojet fuel is used in planes. Biofuels are classed as renewable as they can be made as quickly as they are used.

There are some environmental issues with growing plants for biofuel. Firstly, sometimes fertilisers and pesticides are used when growing biofuel plants, these lead to the creating of carbon dioxide, which contribute to greenhouse gases. Greenhouse gases affect global warming and the ozone layer. Secondly, it can take up to 84 times more water to produce biofuels than mine fossil fuels.

Organising Idea: World views are formed by experiences at personal, local, national and global levels, and are linked to individual and community actions for sustainability. (OI.5)

Global Sustainability Maths ?

Activity

Read the information on page 36, then complete the activity sheet.

Read the following statements and tick Fact or Falsehood.

Fact or Falsehood 1. Sustainability is a global issue.

q Fact q Falsehood

2. Renewable resources are those that run out.

q Fact q Falsehood

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4. Trees, wind and sunlight are non-renewable.

q Fact q Falsehood

5. Solar-powered cars are sustainable means of transport.

q Fact q Falsehood

6. Electric cars are sustainable means of transport.

q Fact q Falsehood

7. Biofuels are non-renewable energy sources.

q Fact q Falsehood

8. Ethanol is a type of biofuel.

q Fact q Falsehood

9. Biodiesel and biojet are biofuels.

q Fact q Falsehood

10. Biofuels can be used to grow plants.

q Fact q Falsehood

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q Fact q Falsehood

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3. A non-renewable resource is oil.

11. There are no environmental problems with biofuels. q Fact q Falsehood

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Write down the pros and cons of biofuels.

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cons

Think Tank 2

Write a 1 minute speech explaining why using renewable resources should be a global commitment.

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Think Tank 1

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Organising Idea: World views are formed by experiences at personal, local, national and global levels, and are linked to individual and community actions for sustainability. (OI.5)

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Section Five: Futures

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Sustainable Maths ? Buildings

Activity

Transforming buildings

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If we want the world to have a bright future, we need to change the way that we design houses and other community buildings. There have been many scientific and technological developments which will help us create more sustainable living spaces. These include: Solar Panels - which convert sunshine to usable household energy reducing the use of electricity in the home. Recycling Bins - which encourage the disposal of household waste in responsible eco-friendly ways. Water-Saving Devices - water-saving reticulation; low-flow showers, half flush toilets and water storage tanks (which collect rain water) all help us to save this precious resource. Energy Saving Light Bulbs - which reduce the amount of electricity we use in the home. Double-Glazed Windows - insulate the home more efficiently keeping our homes at a more consistent temperature and reducing the use for electrically powered cooling and heating devices.

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Add to the house below to make it sustainable. Label the sustainable technologies that you have added.

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Organising Idea: Designing action for sustainability requires and evaluation of past practices, the assessment of scientific and technological developments, and balanced judgements based on projected future economic, social and environmental impacts. (OI.8)

Recycling: Sustainable Futures 1 Recycling is an important part of any community. It is important on a local level as well as nationally and globally. Most people have recycle rubbish bins in their homes. Most local councils also provide a recycle bin and a waste bin. Sometimes you might wonder what the recyclable items are made into.

Can • paper / newspapers • cardboard • magazines

• milk and some containers or e st B r e oo • aluminium p k • steel Su

How recycling works

Paper is recycled by mixing it with water and chemicals to make a pulp. The pulp is then put onto wire meshes, rolled and dried to make new paper products.

• books

 Can’t

• batteries • plastic bags

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Items such as aluminium cans (soft drink cans), cardboard, glass bottles, plastic bottles and newspapers can all be recycled. By recycling, the Earth’s resources are being reused and we are caring for the world in which we live.

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Information Sheet

• plastic packaging • electronics

• b styrofoam (what electronics © R e a d y E d P u l i c a t i o n s Glass is recycled by crushing it into small are packaged in) pieces and mixing it with sand, limestone •f orr evi ew pur p sesonl y• • o nappies

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Billions of cans are sold every year around the world. Recycled aluminium is shredded into small pieces and melted down to make new products.

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• drinking glasses • ceramic plates and mugs • food

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and soda ash. It is then melted to make new glass products.

• terracotta pots

• paint containers

o c . • old medicines che e/ pesticides r o • herbicides r st super Interesting Facts

Look at the list (right) that shows items that can and can’t be put in the council recycling bins in Australia.

• light bulbs

It takes 70% less energy to make recycled paper. It takes 95% less energy to make recycled aluminium cans. It takes 125 recycled plastic milk bottles to make a 140 litre recycled plastic wheelie bin! 40

Organising Idea: Sustainable futures result from actions designed to preserve and/or restore the quality and uniqueness of environments. (OI.9)

Recycling:?Sustainable Futures 2 Maths

Activity

Reading the information on the previous page and below will help you to complete the task. Even though some items can’t be recycled in your home bin, councils and businesses do provide many local recycling opportunities. You just need to be aware of them. WHAT

WHERE

WHAT HAPPENS

Home composting system.

green waste from the garden

Home composting or council Converts naturally to plant verge pick up. food or shredded and composted for re-use as mulch.

batteries

Local councils may have a drop-off point; battery and mechanic shops.

Converts naturally to plant food.

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Some parts can be separated into plastic and metal to be recycled.

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food waste

printer cartridges

Planet Ark provides recycling Made into cartridges. boxes at post offices and some major retail stores.

computers, iPads, electronics, printers, photocopiers

Some computer stores provide a recycling box. Council verge collection.

Made into new computers or plastic components are recycled.

free-cycle.

valuable components that are recycled to make new appliances.

washing machines, dishwashers, T.Vs, etc.)

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© Read yEd Pu bl i ca t i oninto snew furniture Free-cycle, salvage yards and Up-cycled council verge collection. and resold. • f o r r e v i e w p u r p o s e s onl y• appliances (fridges, Council verge collection and Separated for various

furniture

Choose two items listed above or on page 40 and illustrate the items once recycled.

Item 1

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Before recycled

After recycled

Item 2 Before recycled

After recycled

Organising Idea: Sustainable futures result from actions designed to preserve and/or restore the quality and uniqueness of environments. (OI.9)

Mobile Phones - Recycling Policies Maths ?

Activity

Read the information, then complete the task. It is estimated that there are over 22 million unused mobile phones in Australian homes. On average Australians replace their handsets every two years. This means that there are a lot of old mobiles and their batteries laying around in cupboards and drawers not in use. Over 90% of the materials in mobile phones, batteries and their chargers can be recycled. However, if they are not recycled they can be a threat to the environment.

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Approximately 8,000 tones of batteries and mobile batteries which are thrown in the bin go into landfill each year. Landfill is the rubbish which comes from household bins. Many batteries are made from heavy metals which contain harmful elements such as: nickel, cadmium, lead and mercury, all of these elements can pollute soils and water supplies which can harm both humans and wildlife. Currently there is no government legislation (laws) to make manufacturers or retailers participate in the responsible disposal of batteries.

Below, plan a letter addressed to a retailer in your local area who sells mobile phones. Persuade the retailer to supply a Battery Recycling Service. After completing the letter plan, write or type a good copy to send to the retailer.

Subject line:_ ____________________________________________________________

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Paragraph 1: Introduce yourself and the topic of recycling in the community.

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Paragraph 2: Main content of the letter; explain the issue of batteries and the environment. Request a Battery Recycling Service.

o c . _______________________________________________________________________ che e r o _______________________________________________________________________ r st super _______________________________________________________________________ Paragraph 3: Closing paragraph - thank the Store Manager for his/her time and consideration and provide your contact information. _______________________________________________________________________ Yours sincerely, _______________________________________________________________________

Organising Idea: Sustainable futures result from actions designed to preserve and/or restore the quality and uniqueness of environments. (OI.9)

Waste – Everyone’s Responsibility Maths ?

Activity

Read the information, then complete the task. When you use different products, buy different items or use services, it is good to think about the waste that it produces. Think about how much packaging was on the last toy that you opened, or the size of the plastic milk bottle used at breakfast. When you choose a product to buy or a service to use, think about whether or not any part of it can be recycled. What can be reused? A waste which cannot be reused is air pollution from carbon monoxide produced from car emissions. A waste which can be reused is wood. A used wardrobe can be broken down and remade into a table or used for firewood.

Be aware

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It may be surprising but our product choice can impact people or animals in different countries. Maybe a factory which produced a t-shirt in another country, polluted local water supplies through its waste distribution methods. Maybe a forest was destroyed in order to grow coffee or chocolate. Today, more and more businesses are being controlled by laws to ensure that their production practices are sustainable. More recycled resources are being used in products, and companies are using less packaging. It can also help to buy locally as it reduces transport costs.

Choose the most sustainable option in each of the nine situations. Circle your answers.

6. u Inb ourl school /i home vegetable © ReadyEdP i cat on s garden we: a) o use herbicides tol get •f orr evi ew pu r p s eson yrid•of the weeds

1. When I go to football training I take: a) bottled spring water b) a reusable water bottle from home 2. When I go to school nearby I: a) ride my bike b) get a lift in the car

b) pull the weeds out by hand

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7. When I am old enough to buy a car I will choose: a) a hybrid or other fuel-efficient vehicle b) the car with the fastest and biggest 3. When I bring my lunch to school I: a) bring a homemade sandwich and fruit engine b) have only pre-packaged snacks 8. Your school has received some money for a special project at the school. Would you 4. At home when we run out of bread: like to see it spent on: a) I stay home while my mum drives to a) solar panels for the school? the shop b) a new basketball court? b) suggest that my mum walks while I ride my scooter to the local shops 9. To maintain fish populations in the ocean: a) it is ok to fish all of the time as more 5. My family: fish will be born a) shop at the local supermarket b) only a portion of the fish should be b) shop at the local farmers’ market taken to ensure future supplies

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Organising Idea: Sustainable futures result from actions designed to preserve and/or restore the quality and uniqueness of environments. (OI.9)

Shopping?Bags – The Shocking Facts Maths

Information Sheet

Plastic bags threaten our environment and natural resources, such as waterways. Plastic bags block drains which stop essential water from flowing away from suburban and city areas and back out in to the ocean. Plastic bags harm wildlife in the water and on land.

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It costs businesses very little to purchase 1 plastic bag to give to their customers, however the cost to the environment is huge. Australians use approximately 3.9 billion plastic bags each year. Millions of these bags end up in waterways harming our wildlife. Many marine animals’ deaths occur because of plastic bags. It is estimated that up to 100,000 sea turtles are killed each year when they mistake the bags for food in the water.

BECOME THE EXPERT – KNOW YOUR FACTS

FACT 1

FACT 3

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FACT 2 Families can accumulate up to 60 plastic bags after only 5 weekly food shops.

`Clean Up Australia’ day each year.

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It can take up to 1,000 years for a plastic bag to break down in the environment.

o 5 c FACT . che e r o Australians throw The average plastic t r s s r u e p away about 7,000 bag is used for only plastic bags a minute.

5 minutes.

Many shops now sell cloth bags for a small cost that can be reused each time a person goes shopping. Supermarkets are currently the leaders in this area. This is an environmentally sustainable initiative. 44

Organising Idea: Sustainable futures result from actions designed to preserve and/or restore the quality and uniqueness of environments. (OI.9)

Shopping?Bag Initiatives Activity Maths Read the information on page 44 to help you to complete this activity sheet.

a summary paragraph about the damage that plastic bags can do to the A. Write environment. Include one initiative to decrease the use of plastic bags in our society. The opening phrase has been provided for you.

Include the following statistics in your paragraph: •1,000 years •3.9 billion •7,000 bags per minute •100,000 sea turtles •60 bags in 5 food shops

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_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

© ReadyEdPubl i cat i ons _____________________________________________________________________ •f orr evi ew pur posesonl y• Use the template provided to create a design for a recyclable cloth shopping bag. Think about words and pictures that would suit the shopping bag and persuade shoppers to use it.

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o c . che e r o ruper st Explain your design and hows it relates to sustainability and the environment on the back of this sheet.

Organising Idea: Sustainable futures result from actions designed to preserve and/or restore the quality and uniqueness of environments. (OI.9)

Sustainable Maths ? Communities For The Future

Information Sheet

Community action is very important in order to create sustainable communities that will last well in to the future. Different communities all over the world have different ways of making sure that people can live in ways which do not harm the environment too much. Here are some eco-activities in which local Australian communities have participated. The planting of local native plants.

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The creation of herb and vegetable community gardens.

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The removal of weeds from bush sites.

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Local community members in White Gum Valley created the White Gum Valley Community Orchard in 2014. Members of the local community met to plan and later plant the orchard. This community initiative is an example of community action that values sustainability. To raise money for the project a `Spring Jam’ was held. Enough money was raised to buy the plants needed for the winter planting of the orchard.

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members and children at the College have banded together to create a nature playground in the school grounds.

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Case Study 1

The college recognises that nature playgrounds create areas for people that are environmentally friendly and sustainable.

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The nature playground is made out of natural and recyclable products that members of the school community collected, such as: plants, stones, rocks, tree trunks, stones and wood off-cuts. The College says that this nature play area is good for improving the students’ brain function, creativity, confidence and connection to nature.

Organising Idea: The sustainability of ecological, social and economic systems is achieved through informed individual and community action that values local and global equity and fairness across generations into the future. (OI.6)

A Community Project Maths ?

Activity

Read Sustainable Communities For The Future on page 46 to help you to complete this activity sheet.

You and your friend have been chosen to organise a sustainable initiative at school. You can choose from either of the following: organising the creation of a nature playground; organising the planting of a school orchard. Complete the placemat to show the steps in your plan.

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What do you need to source/buy?

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Who do you need to inform about the project ?

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Do you need to raise any money? How will you do this?

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My Initiative:

Draw your finished concept.

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Answers P8 atmosphere lithosphere hydrosphere 1. hydrosphere 2. lithosphere 3. sheep, trees

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P11 1. Job 1 = Captain Atmosphere keeps the Earth warm and therefore organisms alive. He does this by absorbing heat from the sun. Job 2 = Captain Atmosphere keeps the Earth from getting too cold and therefore organisms rely on him to stay alive. Job 3 = Captain Atmosphere blocks harmful UV rays from reaching Earth. Job 4 = Captain Atmosphere ensures that everyone on planet Earth can breathe, by providing air. 2. Superpowers: he’s invisible; he can stretch right the way around the Earth; he keeps people, plants and trees alive. 3. Students should draw the Earth and then draw Captain Atmosphere around the outside of the Earth.

Earth’s crust upper mantle

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P9 1. Organisms would not survive because the planet would be too hot to sustain life. 2. Organisms would not survive because the planet would be too cold to sustain life. 3. Organisms would need to adapt to the change of seasons to survive. True or False? 1. True 2. True 3. False

P14 1. Because there is very little drinking water to go around. 2. No, because it is salt water and humans need unsalted water to survive. 3. Humans can drink rain water before it hits Earth because it is uncontaminated fresh water. 4. Yes. Urine is about 95% water and sterile, so it is safe to drink and does hydrate you. The other 5% of urine does contain waste products (nitrogen, potassium and calcium), too much of these can harm the body. As a short term solution – it works. Research: Desalination plants extract the salt from ocean water and make it drinkable. 5.

liquid iron core core

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P12 Unscramble nitrogen (N2), argon (Ar), oxygen (O2), carbon dioxide (CO2) P13 Students should shade the Earth’s crust and the upper mantle on the diagram.

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Research 1. volcano 2. lava 3. The distance to the core of the Earth is 6,371 kilometres. P17 1. (Answers will vary but should demonstrate the concept.) i. Plants depend on the soil to survive. ii. Larger fish depend on smaller fish to survive. iii. Plants depend on fresh water sources to survive. iv. People depend on plants and animals to survive. v. People depend on the heat from the Sun to survive. 2. (Answers will vary but should demonstrate the concept.)

Human Disturbance

Effect On Ecosystem

Cutting down trees.

Increase in CO2 levels.

Using fertilisers and pesticides.

Contaminated soils and water sources.

3. Diagram should show: air, sunlight, water and food.

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P18 1. That an ecosystem means = a community of plants, animals and small organisms that live, feed, reproduce and interact in the same environment. Eco means life. 2. If there is no grass, the grasshoppers have nothing to eat and do not survive leaving the rat with no food source. This has a domino effect on the food chain. 3. shark (top predator)– sealion – fish – zooplankton 4. Diatons would not survive. Shrimp-like marine creatures would have no food source and would die out, having a domino effect on the food chain at large in the ocean.

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P22 A. Overfishing: high intensity fishing; affect the food chain; prevent breeding of fish Deforestation: clearing trees; endanger animal homes; clearing of lands; destroy animals’ food sources; take away bush medicines; loss of soil nutrients; increase in carbon dioxide levels; destroy natural beauty Pollution: build; mass produce; factories; emit toxic gases; increase in carbon dioxide levels; contaminate natural water sources Urban Development: build; clearing trees; endanger animal homes; clearing of lands; destroy animals’ food sources; take away bush medicines; loss of soil nutrients; destroy natural beauty B. People can have a positive impact on ecosystems by: reintroducing endangered species; preserving landscapes; planting trees, cleaning rivers; hosting large scale clean-up days, etc.

P26 © ReadyEdP ubl i cat i ons Crab Net 1: Put the crabs back into the water. Crab Net 2: Put the starfish back into the •f orr evi ew pur posesonl y• water.

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Crab Net 3: Keep the large crab. Put the small crab back into the water. Crab Net 4: Ring the Department of Fisheries (the number will be on the tag) and leave the required information.

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P19 Question 1 After reading: urban development; deforestation; overfishing; pollution. Question 2 After reading: Overfishing is unregulated and irresponsible fishing in one area. This can result in too many adult fish being caught in one area and prevents the reproduction of the fish. It can therefore lead to a shortage of fish/type of fish which can upset the food chain. Question 3 After reading: The gases emitted from factories in industrial areas pollute the air. Vehicles used in the processes of urban development and deforestation pollute the air.

P27 Tag number: 36289 Crab size: Approximately 75 mm Crab gender male/female: male Carrying eggs: no GPS location: 114˚ 39’54.8”E 22˚ 36’17.1”N Depth of water: 9.6012 metres Kept the crab?: no (undersize)

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P21 bushfires; volcano eruptions; floods; storms or cyclones.

P29 1. Because it generates money for the Australian economy and provides jobs for its people. 2. Because it is a source of revenue for the people and keeps them in employment. 3. (Possible answers) People can damage places of natural beauty, fauna and 49

6. Fact 7. Falsehood 8. Fact 9. Fact 10. Fact 11. Falsehood Think Tank 1 pros: renewable; can be made as quickly as they are used; made from waste from living things cons: fertilisers and pesticides might be used while growing biofuels; fertilisers and pesticides create CO2; the growing of biofuels can use up to 84 times more water than mining fossil fuels

P32 1. Suggested order: 3, 1, 2, 4, 5 2. Because early forms of transport did not require fuel and therefore we did not use up our non-renewable oil supplies.

P43 1=b 2=a 3=a 4=b 5=b 6=b 7=a 8=a 9=b

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flora through air and noise pollution and contamination/spread of disease, etc. People can unknowingly damage wildlife through contact. 5. (Sample answers) Old Way 1: Destroying all natural vegetation to make way for theme parks, skyscrapers, etc. New Way 1: Building around natural vegetation/incorporating natural vegetation in tourist designs. Old Way 2: No education on ecotourism. New Way 2: Educating people about ecotourism and the role that they can play. Old Way 3: Using old-style water-heavy technology. New Way 3: Using more efficient water-saving devices. Being more water conscious.

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P35 1. Airline companies. 2. To make up for the pollution that planes create, they are helping to raise money for environmentally friendly programs such as the conservation of native forests. 3. Because they are large for-profit companies that contribute to air pollution. P37 1. Fact 2. Falsehood 3. Fact 4. Falsehood 5. Fact

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P33 1. Because it is a non-renewable source and we are using more of it than ever before because of the increasing need to travel. 2. Because the world is more connected than ever before. We are involved in more international business; have more money and leisure time to travel over-seas; migration is more common, etc.

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