Upper Primary Themes - Planet Earth

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Planet Earth (Ages 10+) Published by R.I.C. Publications® 2007 Revised 2010 Copyright©R.I.C. Publications® 2007 ISBN 978-1-74126-683-2 RIC– 6473

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Planet Earth (Ages 10+) The Arctic and the Antarctic (Ages 10+)

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Fo r e w o r d We have only one planet and we depend on it completely; Thus it is imperative that we look after it. The more we can learn and understand about the Earth, the more we will know how to care for it.

Everything we do in our daily lives has an impact on the Earth, so we must use the knowledge and research of Earth scientists to adapt our lifestyles and create a sustainable future for our planet and for ourselves.

Planet Earth has been written to provide students in middle and upper primary school with an understanding of our planet.

This includes learning about scientific aspects of the Earth, such as soil, water, fossils and oceans, as well as about contemporary environmental issues such as climate change, urbanisation and pollution.

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Planet Earth provides students with the opportunity to enhance their knowledge of the world around them and promote curiosity about Earth science and sustainable living.

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The widely varied activities in this book cross all major learning areas.

Contents

Teachers notes..................................................... iv – v Before and after framework........................................ vi Glossary of Earth terms.............................................. vii

Studying our planet........................... 2–7

Natural hazards.............................38–43

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C.Publ i cat i ons f orr evi ew8–13 pur p osesonl y• The • Earth.........................................

Pollution..........................................44–49

The Earth................................................................ 8–9 Volcanoes........................................................... 10–11 Inside the Earth................................................... 12–13

Pollution............................................................. 44–45 Pollution problems.............................................. 46–47 Pollution gauge................................................... 48–49

Fossils............................................. 14–19

Climate change.............................. 50–55

Fossils................................................................ 14–15 Create your own fossil........................................ 16–17 Fossilised cartoon strip....................................... 18–19

Climate change................................................... 50–51 Investigating the greenhouse effect.................... 52–53 What is climate change?..................................... 54–55

Water.............................................. 20–25

Urbanisation.................................. 56–61

Water..................................................................20–21 Make an aquifer..................................................22–23 Freshwater facts.................................................24–25

Urbanisation....................................................... 56–57 What is urbanisation?......................................... 58–59 City soundscape................................................. 60–61

Soil.................................................. 26–31

The Earth’s resources....................62–67

Soil......................................................................26–27 The importance of soil.........................................28–29 Landslide!............................................................30–31

The Earth’s resources......................................... 62–63 Our natural resources......................................... 64–65 Energy in the home............................................. 66–67

The ocean floor....................32–37

Reduce, reuse, recycle................. 68–73

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Natural hazards.................................................. 38–39 Natural hazards–clueless crossword................... 40–41 Emergency procedures....................................... 42–43

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International Year of Planet Earth............................2–3 Scientist interview..................................................4–5 Earth science..........................................................6–7

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Reduce, reuse, recycle........................................ 68–69 Reduce, reuse, recycle–role-plays....................... 70–71 The problem with plastic bags............................ 72–73

The ocean floor................................................... 32–33 Ocean floor facts................................................ 34–35 Deep-sea exploration.......................................... 36–37

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Te a c h e r i n f o r m a t i o n Planet Earth has been written to cater for primary students in the middle and upper years. The book is divided into 12 sections covering various topics about the Earth, the state of the environment and sustainable living.

Each section consists of six pages. These include: • an information text about the topic and accompanying teacher page • an activity catering for middle primary students and accompanying teacher page • an activity catering for upper primary students and accompanying teacher page.

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The middle and upper student activity pages have been designed to suit each level, but are not labelled as such. These are suggested levels only and can be used at the teacher’s discretion, according to students’ abilities.

Pages 1 and 2 of each topic

Each student information page is accompanied by a teachers page. They contain the following information.

Information text

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Topic is indicated.

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Topic is indicated.

The indicator states the literacy outcome for reading and comprehending the informational text.

Teachers notes

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Background information has been included to provide additional information to the students.

Suggested extension activities, based on the information text, are included. These are written so that, as much as possible, the activities are able to be used at either of the two levels.

Curriculum links are supplied for the key learning area.

Planet Earth

Informational text about the particular topic is provided. It has been written at a middle to upper primary school level. Students can read the information independently or with assistance from the teacher.

Discussion about the topic should also take place.

Students may need to refer to this page to complete further activities on the topic.

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Te a c h e r i n f o r m a t i o n Sample topic format Pages 3 to 6 of each topic Each student activity page is accompanied by a teachers page. These pages contain the following information.

Teachers’ notes

Topic is indicated.

r o e t s Bo r e p ok u S Worksheet information provides information about using the worksheet and any additional information which may be useful to the teacher.

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Indicator(s) explains what the students are expected to demonstrate by completing the activity.

Suggested extension activities, based on the information text, are included. These may cover the same or different learning areas.

Answers are included, where necessary.

Open-ended tasks require the teacher to check the activity.

Located at the front of the book is a ‘Before and after’ framework.

Students record their prior knowledge of a topic and write questions they hope to answer. Students then reflect upon this after completion of the topic.

A glossary of some of the Earth terms found in the book has also been included.

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C.Publ i cat i ons •f orr evi ewpage pur posesonl y• Middle student page Upper student Curriculum links are supplied for the key learning area.

Each topic includes an activity for middle and upper primary students.

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What I learned.

How I can find out.

Topic:

What I already know.

What I would like to know.

Name:

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‘Before and after’ framework

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Glossary of Earth terms

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What I learned.

How I can find out.

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Topic:

What I already know.

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What I would like to know.

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BEFORE AND AFTER

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Planet Earth

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G l o s s a r y o f E a r t h te r m s active volcano: a volcano that is erupting axis: a straight line running through an object; the

Pangaea: a hypothetical supercontinent that included all the landmasses of the earth which broke apart and separated into Laurasia and Gondwanaland plate tectonic theory: a theory of geology developed to explain the observed evidence for large scale motions of the Earth’s crust—earthquakes, volcanic activity, mountain-building and oceanic trench formation occur along the plate boundaries recycle: to process in order to regain material for human use renewable energy sources: (solar, wind, water, tidal, wave, geothermal, biomass etc.) come naturally and can replace themselves—which means they are sustainable sand: a dry, mainly siliceous soil scientist: a person who studies things in an orderly way sewage: waste put down sinks and toilets sewerage system: pipes or system for the removal of sewage sonar: using ultrasonic waves to locate things underwater sound waves: vibrations of a solid, liquid or gas by which sounds are transmitted synthetic: artificial; not natural; made by humans tectonic plates: large, thin plates that move relative to one another on the outer surface of the Earth tornado: a rotating column of air whirling at high speeds, often accompanied by a funnel-shaped cloud tsunami: giant waves caused by underwater earthquake or volcanic eruption urbanisation: the increase in the number of people living in towns and cities volcanic eruption: gas-driven mixture of magma forced out of a volcano weathering: a physical or chemical process that breaks down or wears away rock

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Earth’s axis is an imaginary line that runs through the North and South poles biodegradable: capable of being broken down especially into innocuous products by the action of living things control: a variable that is held constant in an experiment cooling: effect of reducing temperature drought: little or no precipitation, which affects living and growing conditions earthquake: a sudden movement of the earth’s crust along geologic faults or caused by volcanic activity erosion: a natural process by which material is worn away from the Earth’s surface evaporation: removal of water by heat into its gaseous state fossil: any evidence of former life fossil fuel: fuels formed in the ground from the remains of dead plants and animals fuel: something that burns to release energy global warming: an increase in the average temperature of the Earth’s atmosphere (which if sustained can cause climatic change) granite: a hard, grainy igneous rock formed from cooled magma greenhouse effect: trapping of heat energy by certain gases in the atmosphere (known as greenhouse gases) groundwater: water below the Earth’s surface that supplies wells and bores heating: effect of increasing temperature hurricane: a wind with a speed greater than 119 kilometres per hour igneous rock: rock formed from cooled lava or magma lava: molten rock that has erupted from a volcano landfill: a system of waste disposal in which rubbish is buried between layers of earth to build up low-lying land. mid-oceanic ridge: a series of mountain ranges on the ocean floor (about 84 000 kilometres in total length) minerals: substances that plants take up from the soil with their roots, and use to help them grow loam: a rich, fertile soil containing sand, clay and humus non-renewable energy sources: the fossil fuels (oil, coal and gas) are energy sources that are going to run out one day

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I n te r n a t i o n a l

Ye a r o f P l a n e t E a r t h Indicator

• Reads text about the United Nations’ International Year of Planet Earth in 2008.

Background information

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• For more information about the International Year of Planet Earth, visit the website: www.esfs.org

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• Students design a poster or brochure advertising another International Year of Planet Earth. They could create activities involving the earth sciences which could be run at school in their classroom.

• Students choose one of the themes from the 10 main themes of the International Year of Planet Earth and write a poem with an environmental message.

• Students choose one field of earth science which interests them and conduct further research to find out more about a career in that area. Discuss what level of education is required to become a scientist.

• Allocate time in for students to spend searching the Internet for earth science websites dedicated to children. Students select two and review and compare them.

For example: <http://kids.earth.nasa.gov/> <http://sciencespot.net/Pages/kdzethsci2.html> <http://homeschooling.gomilpitas.com/directory/EarthScience.htm>

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ear of Planet Ear th I n te r n a t i o n a l Y 2008 was declared the International Year of Planet Earth by the United Nations.

Such devastating natural disasters as the Asian Tsunami on Boxing Day in 2004 raised concerns that the knowledge earth scientists have about the Earth was not properly being shared with the people who make decisions about the safety of society. In 2008, many of the 400 000 earth scientists across the world were given money to run special projects to find out more about the planet. Their findings were shared with the decision makers (such as politicians) to help create and sustain a safer and healthier planet.

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Some of the goals for the International Year of Planet Earth (IYPE) included: • To discover new natural resources and learn how they can be available in a long-term, sustainable way.

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• To expand cities in a smarter and safer way.

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• To discover reasons why our climate is changing.

• To find more groundwater resources.

The two main organisations running the activities for the International Year of Planet Earth were UNESCO— the United Nations Educational, Scientific and Cultural Organization—and the International Union of Geological Sciences. In all, 191 countries were involved in the IYPE celebrations in 2008, including Australia, Germany, the UK and USA, India, Tanzania and many more. Was your country involved? You can find out at the IYPE website: <www.esfs.org>.

The main themes for the International Year of Planet Earth were:

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All people, plants and animals on Earth benefited from the research undertaken and activities held during the 2008 International Year of Planet Earth.

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Earth and life

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Since 2008, groups of scientists have been travelling around the world presenting workshops to science teachers to show them new and exciting ways to bring the earth sciences alive in the classroom. They also share information about ‘Earth Science’ activities which schools can become involved with.

Earth fact The International Year of Planet Earth allowed earth scientists from across the globe to share their knowledge about the Earth and demonstrate new and exciting ways in which the earth sciences can help us meet the challenge of a safer and more sustainable planet.

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Planet Earth

S c i e n t i s t i n te r v i e w Indicator • Works with a partner to write, answer and present to the class a series of interview questions directed at earth scientists.

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• Discuss with the class the main components of a successful interview. Ensure the questions directed at the scientist are interesting and provoke interesting responses.

• Remind students to put themselves in the ‘shoes’ of the scientist.

• Student may like to research more about the particular field of science before they write their interview questions.

Suggested extension activities

• Repeat the activity with scientists from other areas of earth science. For example: Geologist — The study of the changing Earth, rocks and gemstones.

Climatologist — The study of climate.

Geographer — The study of the Earth, its features and inhabitants.

Marine biologist — The study of organisms that live in the ocean such as animals and algae.

• Scientists solve problems by asking questions and then find the answers by conducting experiments. Students work in small groups and write a proposal for a problem they wish to solve by conducting an experiment. If approved by the teacher, students gather the materials and perform the experiment. They write a report on their findings.

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S c i e n t i s t i n te r v i e w Scientists are people who study the things around them. Earth scientists study the Earth. There are many different types of earth sciences.

1. Below are four scientists who study different fields of earth science. With a partner, write questions you would like to ask each scientist. Use a separate piece of paper if necessary.

Volcanologist (Studies volcanoes)

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Belinda Bradford Meteorologist (Studies the weather) Shamil Patil

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C.Pub l i ca t i ons •f orr evi ew pur posesonl y• Palaeontologist (Studies fossils)

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Seismologist (Studies earthquakes)

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David Corby

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2. (a) Work with your partner. One of you is the interviewer and the other is the scientist being interviewed.

Choose one scientist and conduct the interview. (b) Swap roles. Choose another scientist and conduct the interview. Keep doing this until all scientists have been interviewed.

3. Choose your best interview. Practise it and present it to another group or the class. You may like to dress in costume and use props.

Earth fact Before the word was created in 1833 by William Whewell, scientists were known as ‘natural philosophers’ or ‘men of science’. www.ricpublications.com.au

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Ear th science Indicators • Completes activities to learn about areas of earth science.

• Writes own knowledge about climate change.

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• Students may require access to dictionaries, the library or the Internet to complete Questions 1 to 3.

• Hold a discussion about the topical issue of climate change. Survey the class to determine who has heard of the video ‘The Inconvenient truth’. Who has seen it? Discuss some possible consequences of climate change, such as unusual natural disasters.

Suggested extension activities

• Students create a large poster for the classroom wall (or communal area in the school) which displays the Earth and its seven spheres. Each sphere is labelled, along with the aspects of the Earth found in that sphere. Students could use a search engine such as ‘Google images’ to find photographs of different parts of the Earth and attach them to the poster.

• For homework, ask the class to keep a record of any time the issue of ‘Climate change’ appears in the media (such as on the news, in newspapers, on current affairs programs etc.). After one week, gather data from the students and collate it. Hold a discussion concerning why this issue is so popular at the present time.

The study of the changing Earth, rocks and gemstones.

The study of prehistoric life forms by studying fossils.

The study of earthquakes.

The study of the atmosphere and weather forecasting.

The study of climate.

The study of the Earth, its features and inhabitants.

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2. • Hydrosphere—water • Atmosphere—Weather, Climate, Air • Pedosphere—Soil • Cryosphere—Ice, Glaciers • Lithosphere—Earth’s crust, Earth’s core, Mantle, Rocks • Biosphere—Flora, Fauna 3. (a) The study of glaciers, ice and any natural phenomena that involve ice. (b) The study of organisms that live in the ocean, such as animals and algae.

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1. (a) (b) (c) (d)

(e) (f)

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Ear th science 1. Match the earth scientists to the type of science they study. (a) Geologist

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Studies earthquakes.

(b) Palaeontologist

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Studies volcanoes.

(c) Seismologist

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Studies the changing Earth, rocks and gemstones.

(d) Meteorologist

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Studies the Earth, its features and inhabitants.

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(e) Volcanologist

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Studies the atmosphere and weather forecasting.

(f) Climatologist

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Studies prehistoric life forms by studying fossils.

(g) Geographist

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Studies climate.

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Hydrosphere

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2. The Earth is made up of six spheres. Conduct research to find out which area of the Earth belongs to each sphere. Write the areas under their headings.

Lithosphere

Atmosphere

Pedosphere

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C.Publ i cat i ons • f orr evi ew pur posesonl y • Cryosphere Biosphere

3. Research to find what the main area of study of these branches of Earth sciences is.

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4. One of the goals of the International Year of Planet Earth was to discover why the Earth’s climate is changing. Write a paragraph explaining what you know about climate change.

Earth fact Even though 2008 was declared the International Year of Planet Earth, the ‘Year’ ran for three years from January 2007 to December 2009. www.ricpublications.com.au

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Planet Earth

The Ear th Indicator • Reads text explaining features of the Earth and the theory of continental drift.

Background information

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• Nobody has ever seen the centre of the Earth. Scientists have drilled down 10 kilometres to discover information about the Earth’s crust and the mantle. Under the oceans, the crust is much thinner than on the continents. The depth varies from 5 to 100 kilometres. The parts of the crust under the continents are made of granite, which is a relatively light substance. These sections of the crust move along with the flowing mantle. The parts of the crust underneath the oceans are made from heavier and denser rock called basalt. It is less likely that these parts of the crust ride along with the mantle.

• Lava from volcanoes give scientists clues as to the contents of the Earth.

• The gravitational field around the Earth may be caused by the liquid iron ore that is in the Earth’s outer core.

Suggested extension activities

• Provide cut-up jigsaw pieces of a world map divided by the lines created by the moving tectonic plates. Students work out the jigsaw-like puzzle.

• Research ‘tillite rocks’. Why are they special and what secrets do they hold? Where are they found?

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The Ear th The Earth is one of nine planets that travel around the sun. It is a huge spinning ball of rock with a surface made up of oceans and land. The layer of air that surrounds the Earth is called the atmosphere, and consists mostly of nitrogen (78%) and oxygen (21%).

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outer core

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crust

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The crust

The inner core also consists of nickel and iron. The pressure at the centre of the Earth is so great that the inner core is believed to be solid. The inner core is about 1200 kilometres in diameter and it can reach a temperature of up to 4800 ºC.

The Earth’s crust (like the shell of an egg) is much thinner than the other layers. It is believed to be divided into about 15 pieces called ‘plates’. Made of solid rock, the crust ranges from about 8 kilometres thick under the oceans to 100 kilometres thick under the continents. The crust floats on the mantle and has a range of temperatures from 870 ºC in the deepest parts to air temperature.

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C.Publ i cat i ons Shifting land •f orr evi ew pur p ose sonl y•

The mantle (like the white of the egg) is the largest layer inside the Earth, at 2900 kilometres thick. It consists of extremely hot rock that flows slowly, allowing the parts of the crust under the continents to float on top of it.

When the crust plates move and collide, earthquakes are felt. The rocks in the mantle have melted due to the high temperature, that varies from 500 ºC to 2200 ºC.

At the beginning of the nineteenth century, scientists studied the map of the world and believed it showed that the continents had been ‘torn away’ from each other. The one enormous original continent was called ‘Pangaea’. The theory was supported by geologists, who discovered matching rocks and fossils on the coastlines of different continents. For example, the mountains on the western part of Antarctica appear to have once been part of the Andes mountain range in South America.

The core of the Earth can be compared to the yolk of the egg. The temperature in the outer core ranges form 4000 ºC to 6000 ºC—so hot that the rocks have melted. The outer core is about 2300 kilometres thick and is made up of the metals iron and nickel in their liquid form.

It is now widely thought that continents do move and that the Earth’s crust is made up of a number of sections (tectonic plates). Sometimes the plates lock together and then pull apart, causing earthquakes. When two plates push together, the land can crumple and, over time, mountain ranges are formed. If one plate slides beneath another, the molten rock from the mantle can be pushed to the surface and a volcano is created.

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Earth scientists Earth scientists study deep beneath the Earth’s surface. They record movement of the plates that make up the Earth’s crust, and predict sea level changes and potential natural disasters. www.ricpublications.com.au

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Planet Earth

Vo l c a n o e s Indicator • Reads text explaining how volcanoes are formed.

• Labels a diagram of a volcano.

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• Ask the students if they know the difference between the three types of volcanoes (extinct, dormant and active). Can students name where any active volcanoes can be found?

• Students determine how to label the parts of a volcano by reading the text and placing the words in bold on the diagram.

Suggested extension activities

• Use the Internet to find images of a world map showing the location of the ‘Ring of Fire’. Which continents is it near?

Locate the volcanoes Mt Fuji, Mt Pinatubo and Mt St Helens.

• Research to discover what a volcanologist does and the signs for detecting when a volcano is about to erupt.

What technology is used?

• View a video of a volcanic eruption which shows how lava changes colour and eventually cools to become the shiny, hard black rock known as basalt. Find out five facts about basalt, including its uses.

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Planet Earth

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Vo l c a n o e s 1. Read the information explaining how volcanoes are created.

When molten rock in the Earth’s mantle is pushed up through the Earth’s crust, it can form a volcano. This molten rock, called magma, contains large amounts of gas, which is trapped in the magma by the tonnes of rock above it. As the magma rises to the surface, the gas escapes with great force, breaking through weaker areas of rock. Huge amounts of ash are forced into the air, creating ash clouds. When the ash falls back to the surface, the layers of ash form a cone around the gas hole (the vent) making a volcano. The top of the volcano is called the crater. Once the magma has escaped and is pouring down the side of the volcano, it changes colour from white hot to yellow, orange and then red and is now called lava.

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2. Label the diagram of a volcano using the words in bold from the text above. Colour the diagram.

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3. (a) Search the Internet to find science experiments which use ingredients found in the kitchen to demonstrate how a volcano erupts. List the main ingredients used.

Ingredients — (b) Choose two experiments and test them in the classroom or at home.

Earth fact Most of the Earth’s active volcanoes are located in the ‘Ring of Fire’, which is along the edges of the plates surrounding the Pacific Ocean. www.ricpublications.com.au

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11

Planet Earth

Inside the ear th Indicator • Completes activities about the structure of the earth and the tectonic plate theory.

Worksheet information

r o e t s Bo r e p ok u S Suggested extension activities

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• Watch a flash presentation of the break up of Pangaea at: <http://www.phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode&wcprefix=cul&wcsuffix=3091> • Refer students to the word ‘melted’ in the descriptions of the mantle and outer core if they are having difficulty deciding if they are solid or a liquid to complete the table in Question 2.

• Design a vehicle that can travel to the centre of the Earth.

• Write a fictional newspaper article from the early nineteenth, century reporting on a scientist who believed the continents were once one but have slowly broken and moved apart. Students may like to research the scientist Alfred Wegener to add credibility to their article.

• Research to find the boundaries of the tectonic plates on Earth. Each one has a name. Show them on a blank world map.

© R. I .

C. Publ i cat i ons Answers •f orr evi ew pur posesonl y•

2.

Thickness

Describe it

Crust

Solid

870 ºC – air temperature

8 km – 100 km

Teacher check

Mantle

Liquid

500 ºC – 2200 ºC

2900 km

Teacher check

Outer core

Liquid

4000 ºC – 6000 ºC

2300 km

Teacher check

Inner core

Solid

Up to 4800 ºC

1200 km

Teacher check

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Solid or liquid? Temperature

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3. (a) 2 (b) 5 (c) 1 (d) 6 (e) 4 (f) 3

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1. Teacher check

o c . che e r Curriculum links o t r s super ENGLISH

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Vic. ENRE0301 ENRE0302 ENRE0401 ENRE0404

WA

SA

QLD

R3.1, R4.1, R3.4, R4.4

3.3, 3.11, 4.3, 4.11

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

ES 3.1, ES 4.1

EB 3.1, EB 3.3 EB D3.5

SCIENCE ESS2.6, ESS3.6

Planet Earth

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Inside the Ear th 1. Label this diagram of the inside of the Earth.

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Solid or liquid?

Temperature

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2. Use the information on page 9 to complete the table.

Thickness

Crust

Mantle Outer core Inner core

Describe it

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C.Publ i cat i ons •f orr evi ew pur posesonl y• 3. View these diagrams showing how Pangaea changed over millions of years. Write the numbers 1–6 in the boxes to show the correct order. (b)

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(c)

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(f)

Earth fact The plates that make up the Earth’s crust move about as fast as fingernails grow—about 5 cm a year! www.ricpublications.com.au

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13

Planet Earth

Fo s s i l s Indicator • Reads texts about fossils and possible reasons for the extinction of the dinosaurs.

r o e t s Bo r e p ok u S Background information

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• A trace fossil is when the marks of a plant or animal has been left behind, such as a footprint. Body fossils are when a part of an organism, such as its bones or teeth, has been mineralised and preserved. It is rare for the soft tissue of an organism to be discovered.

• Fossils can vary in age from a few thousand years to several billion years old.

Suggested extension activities

• Write the following on separate sheets of paper and hand one to each student.

– Gigantic asteroid – Erupting volcanoes – New mammals – Cooler climate (The big freeze!)

Students have 10 minutes to prepare a brief presentation where they must persuade the class that theirs is the true reason why the dinosaurs became extinct. At the end of the lesson, students decide who had the most persuasive presentation and why.

• Research the reason why oil and coal are called ‘fossil fuels’. Present your findings as an informative poster with diagrams.

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Vic.

RS2.5, RS3.5 RS2.6, RS3.6

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WA

SA

R3.1, R4.1, R3.4, R4.4

QLD

3.3, 3.11, 4.3, 4.11 Refer to curriculum documents on <http://www.qsa.qld.edu.au>

SCIENCE ESS2.6, ESS3.6

Planet Earth

SCES0401 SCES0301

EB 3, EB 4

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Fo s s i l s Scientists who study fossils to understand about life in the past are called palaeontologists. A fossil is the remains of, or impression made by, long-dead plants and animals. Fossils may be bones, footprints or the imprints of shells or leaves which have turned to stone. These organisms have left evidence of their existence which has been preserved by nature. Fossils have been found on every continent on Earth, with the oldest fossil, a type of algae, dated at 2.7 billion years old.

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For a plant or animal to become a fossil, it has to have hard parts like bones or shell. As jellyfish and worms have no hard parts, they cannot be fossilised. A fossil can be formed in a number of ways:

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• burial in mud and then hardening • freezing • entrapment in tree sap • being preserved in ash from volcanic eruptions.

For about 150 million years, dinosaurs existed on our planet. A great puzzle to palaeontologists—and the rest of us is why, about 65 million years ago, dinosaurs disappeared forever. Some of the theories relating to their disappearance are:

The most common way a fossil is formed is when a plant or animal dies and is covered in mud and eventually buried. The soft parts of the animal or plant decay, leaving behind shells, bones and other hard parts.

More sediment piles on top and, after millions of years of pressure, the remains dissolve, leaving spaces in the rocks the exact shape of those dissolved remains.

These spaces are filled with minerals carried by water, which then harden into a fossil, the same shape as the original plant or animal. The fossil may then be dug up by scientists. When a whole skeleton of an animal, such as a dinosaur, is discovered, it can be rebuilt and placed in a museum for us to see.

© R. I .

C.Pub• l i cat i ons A gigantic asteroid crashed into the Earth, causing a cloud of dust so great that the sun’s rays were •f orr evi ew pur p ose s nl y• blocked, killing theo dinosaurs.

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• Erupting volcanoes spewed out ash and poisonous gases that blocked the Sun’s rays, causing freezing conditions.

• Dinosaurs were killed by mammals, which stole their food and ate their eggs.

• The continents moved, causing sea levels to fall and the climate to become cooler and dryer.

The dinosaurs were not able to adapt to the new conditions.

Without fossils, we would be unaware of the many creatures that lived and died before we could ever see them. One example of an animal like this is the woolly mammoth. In 1977, a baby woolly mammoth was found that had been trapped in ice for 40 000 years.

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As many different types of animals and plants lived at various times in the past, scientists are able to examine chemicals in some rocks to discover when the rock formed and thus how old the fossils is.

theory do you believe?

Usually fossils do not just ‘stick out of the ground’.

Palaeontologists must do enormous amounts of work to find, excavate and prepare fossils.

Earth scientists

Earth scientists use technology to determine the age of different fossils. They can then learn how life on Earth has changed over long periods of time. They can use this information to consider ways to protect the Earth and its inhabitants in the future. www.ricpublications.com.au

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15

Planet Earth

C r e a te yo u r o w n f o s s i l Indicator • Follows a procedure to construct a model of a fossil.

Worksheet Information

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Teac he r

• Discuss why fossils are very important to us. Explain that, without them, we would not know the history of our planet.

• Note: If chicken bones are used, ensure they are washed and dried thoroughly, and then dried (at least overnight) until hard.

• Modelling clay can also be used instead of art clay.

• Students could name their fossils using their own name (the discoverer) as the origin.

Suggested extension activities

• Take photographs of the students making their fossils. Students can display them as a time line and add annotations to each.

• Write a play about a group of children on a school camp who make an incredible fossil discovery and become famous palaeontologists.

• Write a fact file about one of the following extinct animals: - a squid-like animal called an ammonite - a slug-like creature called a trilobite.

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C.Publ i cat i ons •f orr evi ew pur posesonl y• Answers

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• Teacher check

o c . che e r Curriculum links t o r s super ENGLISH

NSW

Vic.

WA

SA

QLD

RS2.5, RS3.5, RS2.6, RS3.6

ENRE0301 ENRE0302 ENRE0401 ENRE0404

R3.1, R4.1, R3.4, R4.4

3.3, 3.11, 4.3, 4.11

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

ES 3.1, ES 4.1

EB 3.1, EB 3.3 EB D3.5

SCIENCE ESS2.6, ESS3.6

Planet Earth

SCES0401, SCES0301

EB 3, EB 4

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C r e a te yo u r o w n f o s s i l Follow this procedure to create your own fossil.

Materials • selection of leaves, shells, small chicken bones • plaster of Paris

• clay or modelling clay.

• vaseline™

• sharp pencil

• small jug

r o e t s Bo r e p ok u S • small forks or clay tools

Instructions

Teac he r

➊ Roll clay into a ball and press it flat so it is about five centimetres thick.

➌ Lightly add some vaselineTM to the imprint with the tips of fingers. ➍ Use a sharp pencil to carefully write your initials on the back of the clay.

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➋ Press object into the clay. Carefully remove it, making sure an imprint has been left in the clay.

➎ Prepare the plaster of Paris following instructions on the packet. Pour it into a small jug. ➏ Carefully pour the plaster of Paris in to your mould. Leave it to dry overnight.

© R. I .

C.Publ i cat i ons ➑ Name your fossil!

•f orr evi ew pur posesonl y• ➒ Choose two steps of the procedure to sketch below. Label all materials. Write the number of the step in the ➐ Use a clay tool or small fork to slowly and carefully scrape away the clay from your fossil.

smaller boxes.

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Earth fact Fossils from fish have been discovered in Chengjiang, in Yunnan Province, China, which have been dated at 530 million years old! www.ricpublications.com.au

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17

Planet Earth

Fo s s i l i s e d c a r t o o n s t r i p Indicator • Draws and annotates a cartoon strip which displays and explains the six main steps for the formation of a fossil.

Worksheet Information

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• Cartoons are visual representations of situations or events. Some are purely visual, some have written text (direct speech) and thought bubbles, while others are annotated.

• Some students may need assistance in determining the main steps from the paragraph in the text. The paragraph could be enlarged using a photocopier.

• Model simplifying text for younger students to the class. Have thesauruses available for use.

Suggested extension activities

• Use the cartoon strip as the bases for the creation of a nonfiction picture book for students in younger classes.

• Study time periods such as the Jurassic, Triassic, Oermian and Cambrian. What is known about each period? Present your findings as a scientific report. Keep a record of all resources, including websites used. Why is the Jurassic period such a popular time?

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Key points in the creation of a fossil are: – a plant or animal dies and is buried in mud – soft pars of the animal or plant decay and disappear leaving bones, shells and other hard parts – more layers of mud create pressure, and the hard parts dissolve leaving a cavity – cavities fill with minerals carried by water – the minerals harden – scientists find the fossil and carefully dig it up.

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o c . che e r o t r s super Curriculum links THE ARTS

Planet Earth

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Fo s s i l i s e d c a r t o o n s t r i p A cartoon is a visual representation of a series of events.

Read the paragraph in the text on page 15, which explains the most common way for a plant or animal to become a fossil. Use different coloured pencils to underline six main steps for a fossil to form.

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➌

Create a cartoon strip which will help younger students to understand how fossils are formed.

Include a simple but informative sentence explaining each picture. Speech bubbles and thought bubbles can also be included where necessary.

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Earth fact The Sauroposeidon may have been the largest dinosaur to walk the face of the Earth. Scientists believe it was 18 metres tall! www.ricpublications.com.au

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19

Planet Earth

Wa t e r Indicator • Reads informational text about the earth’s water.

Background information

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Water is the only substance on Earth that occurs in the three different forms or states of solid (ice), liquid (water) and gas (water vapour). The water cycle ensures that we have a continuing source of clean, fresh water. When water from oceans, rivers and lakes is heated by the sun, it evaporates and turns into water vapour which rises into the air. Wind blows the water vapour until it cools and turns back into a liquid (condensation). When millions of droplets come together a cloud is formed and rain or snow falls. Rivers carry the water back to the ocean or, if the water seeps down into the Earth, it becomes groundwater. This water will eventually flow to the ocean.

Suggested extension activities

• Find dictionary definitions for the terms ‘contaminated’, ‘depleted’ and ‘sustainable’. Write a new sentence for each.

• Compile a list of rules to help a family conserve water in their house and garden.

• Is bore water used in your community? Conduct a survey in the school to determine if any families use bore water in their homes. Visit a bore.

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o c . che e Curriculum links r o t r s super ENGLISH

NSW

Vic.

RS2.5, RS3.5 RS2.6, RS3.6

ENRE0301 ENRE0302 ENRE0401 ENRE0404

WA

SA

QLD

R3.1, R4.1, R3.4, R4.4

3.3, 3.11, 4.3, 4.11

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

3.4, 3.5, 3.6

PS 4.1, PS 4.2

SOSE ENS 3.5

Planet Earth

SOES0401

PS 4.3, R4.1, R4.2

20

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Wa t e r condensation

evaporation

transpiration

precipitation

r o e t s Bo r e p ok u S

ground water

Teac he r

Of all the planet’s water, only a very small amount of fresh water is available for humans to use. Over 97% is the salt water of the world’s oceans and although a further 2% is fresh water, it is frozen in the polar icecaps and glaciers. This leaves less than 1%, which is found in lakes, rivers and ground water, for the world’s growing population to use.

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One in five people worldwide does not have access to fresh, safe drinking water. Some countries, even those with a very dry climate, can access groundwater. It is unclear at present how much groundwater can be ‘pumped out’ before the land above is affected and, as some scientists are predicting, starts sinking.

The Earth is 150 million kilometres from the sun—just the right distance and temperature for liquid water to exist on the planet. This is important as all life on our planet depends on water.

As about two billion people across the globe are drinking groundwater it is essential that it is protected from pollution.

Water pollution

Water pollution iso a global problem. Fresh water is © R. I .

C.Pub l i c at i ns polluted by many things, including industry waste Nature’s greatest recycling effort is the water cycle. Most and chemicals, sewerage systems, pesticide and •f orr evi ew pur posesonl y• of the same water is recycled through the atmosphere fertilisers from farms and dumping rubbish. All of these

The water cycle

about every eight days as precipitation (rain or snow) and then evaporates into the atmosphere again, mainly from the oceans.

contaminants seriously affect the world’s waterways and all things living in them.

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Water pollution is a problem that is increasing at an alarming rate. Contamination of groundwater can spread over considerable distances.

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Groundwater Groundwater, the earth’s largest supply of fresh water, is the underground part of the watercycle. Groundwater is found in the tiny spaces (pores) between rocks and particles of soil, and in the cracks of larger rocks. These geological formations are called aquifers. It reaches the surface as rivers, lakes, wetlands and springs, and can be pumped to the surface using bores and wells.

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Water pollution can be minimised by treating waste water from homes and factories before it is released back into waterways and by reusing water used for agriculture and industry.

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At home, people can stop pollutants entering our waterways by not over-fertilising their gardens or dumping chemicals, such as chlorine for swimming pools or used car oil, into stormwater drains. Burying oil in the garden allows it to leak into the soil and also enter the water supply.

Some families living in rural communities are unable to obtain drinking water from the public supply, so they use bore water. Farms also need a large amount of water for their crops and animals, which isn’t available during times of drought.

Earth scientists Earth scientists collect data and create models to determine the best ways to manage the groundwater beneath the surface of the earth so that it is not contaminated or depleted and continues to be a sustainable natural resources.

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21

Planet Earth

M a ke a n a q u i fe r Indicator • Makes an aquifer to discover how they work and can become contaminated.

Worksheet information

r o e t s Bo r e p ok u Answers S

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Teac he r

• Explain that some bores can get contaminated when harmful chemicals such as oils and cleaning and lawn care products aren’t disposed of properly. These liquids can seep down into underground water. The water can then be retrieved from a well or bore and drunk. The food colouring in the experiment shows this.

• When reading through the experiment, ask the class what they think a ‘confining layer’ might be. Ask what the word ‘confine’ means to help clarify the question.

• Observations (and possible teacher comments): The ground See how the water is absorbed by the sand but can still be seen around the particles. This is how the water is stored in the ground and then in the aquifer.

Confining layer A ‘confining layer’ does not allow water to pass through it. This means that the rock is not porous (no tiny spaces). Watch how water remains on top of the clay but seeps through the sand where the clay is not present.

Hill and valley The rocks represent the layers in the sand’s surface. Notice that water is stored in between the rocks. These rocks are porous. Some students may also see water on the surface like a lake. This stage of the procedures shows surface and ground water.

Contamination The food colouring will spread to the surface, through the rocksandto thesand. this shows pollution in our drinking water, both groundwater andsurface water.

• Teacher check • An aquifer is an underground bed of earth, gravel or porous rock that yields water.

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C.Publ i cat i ons •f orr evi ew pur posesonl y• Suggested extension activities

• Students draw a large version of their finished experiment on white card using a sharp lead pencil and a ruler. It can be labelled and each stage of the experiment described.

• Make a mini-water cycle by using a glass jar with a screw top lid, soil, sand, plants, a bottle cap with water in it and small pebbles and rocks.

• Use the Internet or magazines to find pictures and photographs of naturally occurring bodies of water. Frame and display them with labels and a brief explanation of the type of water it is. Include pictures and information about aquifers.

o c . che e r o t r s super Curriculum links SCIENCE

Planet Earth

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Vic.

WA

SA

Qld

INVS3.7

SCES0301, SCES0401

EB 3, EB 4

3.1

EB 3.3

22

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M a ke a n a q u i fe r Follow these steps to make your own aquifer.

You will need:

pebbles

• 1 clear plastic cup

• modelling clay

• bucket of clean water

• cup to scoop water

• tray for splash backs

• food colouring

water modelling clay

r o e t s Bo r e p ok u S

sand

• sand • gravel or small pebbles (such as aquarium pebbles) What to do:

Hill and valley

1. Pour enough sand to cover the bottom of the cup to a depth of one centimetre.

2. Pour water onto the sand so that it is wet but without puddles. Watch how the water is absorbed.

4. Pour the gravel or pebbles over the sand and clay.

Keep pouring until you make a slope of rocks.

These rocks show a hill or valley.

5. Pour water in the cup so that it is about halfway up the hill. You should see water-bearing rocks and surface water.

Confining layer

Contamination

6. Add a few drops of food colouring at the top of © R. I .

C.Pub l i ca o the hill.t Puti themn ass close to the inside wall of as possible. This colour represents the •f orr evi ew pur pthechemicals ocupse so nl yand• (such as motor oils fertiliser) that

3. Flatten the modelling clay and cover half of the sand. Press the clay in tightly to seal. Pour a small amount of water onto the clay.

Note: The clay is like a layer of rock that doesn’t let water pass through.

can contaminate the earth’s groundwater.

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1. Write a paragraph describing your observations.

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The ground

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2. What is an aquifer?

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Earth fact A single thunderstorm can drop 500 million litres of rain—enough water to fill 2000 Olympic-sized swimming pools! www.ricpublications.com.au

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23

Planet Earth

F r e s h w a te r f a c t s Indicator • Completes activities about the earth’s fresh water.

Worksheet information

r o e t s Bo r e p Suggested extension activities ok u S

• Access to the text on page 21, ‘The earth’s water’, is required to complete the activities.

Teac he r

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• Use a world map and the Internet to identify which countries do not have access to clean, safe drinking water.

• Write a poem that incorporates ways we can save water in the home and in the garden. Students may wish to allocate actions and the poem and play could be performed for younger classes.

• Research the environmental problems of salinity. Write a report about what causes it and suggest some possible ways of dealing with it.

Answers

1. (a) T (b) F (c) T (d) F (e) T 2. Teacher check 3. Industry waste and chemicals; sewerage systems; pesticides and fertilisers from farms; dumping rubbish 4. (a) Where is groundwater found? (b) How often is most of the world’s water recycled through the atmosphere? (c) What do farmers use bore water for, especially during a drought? (d) What may happen to land above areas where groundwater has been pumped out?

5. At home, people can stop pollutants entering our waterways by not over-fertilising their gardens or dumping chemicals, such as chlorine for swimming pools or used motor car oil, into stormwater drains. Burying oil in the garden allows it to leak into the soil and enter the water supply.

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

o c . che e r Curriculum links t o r s super ENGLISH

NSW

Vic.

RS2.5, RS3.5 RS2.6, RS3.6

ENRE0301 ENRE0302 ENRE0401 ENRE0404

WA

SA

QLD

R3.1, R4.1, R3.4, R4.4

3.3, 3.11, 4.3, 4.11

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

3.4, 3.5, 3.6

PS 4.1, PS 4.2

SOSE ENS 3.5

Planet Earth

SOES0401

PS 4.3, R4.1, R4.2

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F r e s h w a te r f a c t s Use the text on page 21 to answer the questions.

1. Answer true or false. (a) Only 3% of water found on planet earth is fresh water.

True

False

(b) Polar icecaps and glaciers are created from frozen seawater.

True

False

(c) Another name for precipitation is rain.

True

False

(d) Groundwater is the water we see in puddles on the ground.

True

False

(e) Bores and wells are two ways of extracting groundwater.

True

False

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Evaporation Transpiration Groundwater Condensation Precipitation

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

3. List three things polluting the world’s supply of freshwater.

•

•

•

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Teac he r

2. Add the labels to the diagram of the watercycle.

(a) In spaces in rocks and soil and cracks in larger rocks.

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(b) About every eight days.

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(c) For their crops and animals.

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4. Write a question for these answers.

(d) It may sink.

5. Explain ways water pollution can be minimised at home.

Earth fact One-tenth of the Earth’s surface is covered by ice. If all the ice melted at the same time, the level of the oceans would rise about 55 metres! www.ricpublications.com.au

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Planet Earth

Soil Indicator • Reads informational text about soil and soil degradation.

r o e t s Bo r e p ok u S Background information

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• Some experts claim that erosion is the main cause of soil degradation globally, with water erosion being more harmful.

Soils are normally protected from erosion by plant stems and leaves above ground, which act as a barrier to wind and water. Underground, the soil is anchored by the roots of the plants. Farming increases the risk of erosion because it disturbs the vegetation when the land is prepared, tilled or overgrazed. In some countries, particularly Canada and the USA, farmers are using a technique called ‘conservation tillage’ or ‘zero tillage’, which employs special machinery and herbicides to plant crops with minimal disturbance to the soil.

Suggested extension activities

• Students draw diagrams which show how plants protect the soil from being eroded or flow charts which show how soil degradation can affect the economy of a country.

• Students gain permission to select and take care of a section of the school garden, improving the soil with organic matter, selecting appropriate plants, planting them and caring for them.

• Students study gardening maps with coloured soil zones to investigate the type(s) of soil in their area.

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RS2.5, RS3.5 RS2.6, RS3.6

ENRE0301 ENRE0302 ENRE0401 ENRE0404

WA

SA

QLD

R3.1, R4.1, R3.4, R4.4

3.3, 3.11 4.3, 4.11

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

3.1, 3.4, 3.5, 3.6, 4.1, 4.4, 4.5, 4.6

TCC4.1, PS4.2, PSD4.6

SOSE ENS3.5, ENS3.6, SSS3.7

Planet Earth

SOGS0303 SOGS0403

ICP4.1, ICP4.2 PS4.2, PS4.3 NSS4.1

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Soil There are many different types of rocks on earth and as soil is composed of worn-down rock, there are, consequently, many different types of soils. This worndown rock is mixed with water, air, humus (dead organic matter) and living organisms, likes worms, to make soil.

The three main types of soil are sand, clay and loam.

one place to another. Soils erode quickly when there is no vegetation to hold the soil in place. The rate of soil erosion is increasing rapidly as a result of human activities, such as building roads, removing trees to plant crops and deforestation for timber, and overgrazing of animals.

Soil is as important to life on earth as water. Soils provide anchorage for roots of plants and trees, they hold water for plants to use and contain the nutrients which sustain life.

Waterlogged soils occur as groundwater close to the soil surface rises, making the land unable to be used.

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Salination occurs when the water table rises and salt is forced to the surface. Often this is due to the removal of trees. High levels of salt make soil unsuitable for plant growth.

Overgrazing of sheep and cattle has the effect of destroying quality topsoil and removing vegetation, which makes the land more susceptible to erosion by wind and water.

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If soil is managed properly, it will soak up water. If managed improperly, the water will be lost as runoff and damage the soil.

The importance of soil is often overlooked. As the population of the world continues to grow, the need for food and fibre products increases, as does the need for more homes and roads. Degradation of soil is a worldwide environmental problem.

What is soil degradation?

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C.Publ i cat i ons •f orr evi ew pur posesonl y• What causes soil degradation?

Soil degradation is the name used when any damage is done to the land which reduces its ability to produce crops and other agricultural products.

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increased salinity

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overgrazing by cattle and sheep.

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Soil degradation has a number of causes, usually resulting from poor farming practices. Some reasons include: excessive use of pesticides and fertilisers

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erosion by wind or water waterlogging

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What can be done to retain the quality of soil?

Better land management practices are vital to prevent soil degradation. Activities such as planting trees, smarter crop production, creating windbreaks to prevent erosion, using plants which can resist salt and improving soils by adding organic matter, are some possible ways to combat this problem.

The long-term use of pesticides and fertilisers can leave chemicals in the soil which can have toxic effects on certain crops and can contaminate agricultural workers, livestock and nearby streams.

Soil erosion occurs when wind or water move soil from

Earth scientists Earth scientists study soils to suggest ways to best manage them. They give advice on where to plant crops so they have enough water and nutrients; and where to build homes and towns so they remain stable. www.ricpublications.com.au

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Planet Earth

The impor tance of soil Indicator • Completes activities to show understanding of soil degradation.

Worksheet information

r o e t s Bo r e p ok u S Suggested extension activities

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• Students may like to use coloured pencils (or highlighters) to underline keywords and phrases in the text on page 27 before writing notes about causes of soil degradation in the boxes for Question 3. Students who find this activity challenging could be paired with another student for guidance.

• Take samples using a shovel and screw-top jars (or zip-lock bags) and survey the soils in the school grounds. Students record observations of the different soils under categories: where found, colour, smell, moisture, texture, particle size etc.

Decide which type of soil it is (sand, loam, clay) and give reasons for that choice.

• Ask a keen gardener how he/she improves the quality of the soil in the garden to help plants and flowers grow.

• Create a landscape picture by gluing different soil samples to different parts of the picture. Students explain why they used a particular soil for each part of the picture by referring to its characteristics.

Answers

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1. • Provides anchorage for roots of plants and trees • Holds water for plants to use • Contains the nutrients which sustain life 2. (a) False (b) True (c) True 3. Teacher check 4. Flooding, landslides and mudslides

o c . che e r Curriculum links t o r s super ENGLISH

NSW

Vic.

WA

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RS2.5, RS3.5, RS2.6, RS3.6

ENRE0301 ENRE0302 ENRE0401 ENRE0404

R3.1, R4.1, R3.4, R4.4

3.3, 3.11, 4.3, 4.11

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

3.1, 3.4, 3.5, 3.6, 4.1, 4.4, 4.5, 4.6

TCC4.1 PS4.2, PSD4.6

SOSE ENS3.5, ENS3.6, SSS3.7

Planet Earth

SOGS0303, SOGS0403

ICP4.1, ICP4.2, PS4.2, PS4.3, NSS4.1

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The impor tance of soil Use the text on page 27 to answer the questions.

1. List three reasons why soil is so important to all life.

• • •

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2. Answer true or false.

(a) The organisms in soils, such as worms and ants, are called humus.

True

False

(b) Planting trees helps to hold soils together and prevent erosion.

True

False

(c) Chemicals found in soils can be transferred to people and animals.

True

False

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3. Make notes about some of the causes of soil degradation by writing keywords and phrases in the boxes.

Pesticides and fertilisers

Erosion

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C.Publ i cat i ons •f orr evi ew pur posesonl y• Waterlogging

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Salinity

Overgrazing

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4. What do you think are some of the natural hazards which can occur if homes and towns are built on poorly managed soil?

Earth fact Without soil, the Earth’s landscape would resemble the planet Mars. www.ricpublications.com.au

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Planet Earth

Landslide!

Indicator • Conducts an experiment to demonstrate a landslide and investigate the causes that trigger them.

r o e t s Bo r e p ok u S Worksheet information

Suggested extension activities

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• A landslide describes the movement of a mass of soil or rocks from a higher point to a lower one. Discuss possible causes and effects of landslides with the students.

• Watering cans can be made by poking holes into plastic containers such as soft drink bottles.

• Design a similar experiment to determine the amount of land removed from the ‘mountainside’ by different triggers. Use scales and weigh the earth materials before and after the landslide. Remember to change only one variable at time (i.e. the amount of water OR the slope).

• Can students name the one man who survived the devastating landslide in Australia at Thredbo? (Stuart Diver) Watch and review the film Hero’s mountain about the Thredbo Ski Resort disaster (Rated PG).

• Discuss what should be done for people living in areas prone to landslides. What could be done to help people survive a potential landslide?

• Search newspapers and the Internet for the most recent news story about a landslide. Explain its causes and effects. Were the citizens informed ahead of time? How would this be possible?

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Answers will vary.

o c . che e r o t r s s r u e p Curriculum links SCIENCE

Planet Earth

NSW

Vic.

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Qld

ESS2.6, ESS3.6

SCES0401

EB 3, EB 4

3.1, 4.1

EB 3.1, 3.3, D3.5

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Landslide!

Task: To create a small-scale landslide and test conditions which trigger landslides, such as the slope of land and amount of water.

Materials

• milk carton (with one side cut away) • 2 litre soft drink bottle • protractor • watering can • measuring jug • tray for splashbacks • blocks or books • materials such as soil, sand, clay, small pebbles, small leaves and twigs The procedure

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1. Create your ‘mountainside’ by cutting away one side of a milk carton and half filling it with materials (soils, sand etc.) Take note as you will recreate this twice more.

2. Place your mountain on the splashback tray. Elevate one end using blocks or books. Measure the angle raised using the protractor and record the angle in the table below.

3. Gently and slowly add water to the higher end of your mountainside using the watering can, until all material is soaked (but does not move).

4. Fill the two litre bottle with water and create your landslide by slowly pouring it at the top of the mountainside. As soon as the landslide begins, stop pouring!

5. Measure the amount of water left in the soft drink bottle using the measuring jug and subtract it from two litres (2000 mL) to calculate the amount of water used to instigate a landslide.

6. Increase the angle of the slope and repeat steps 1–5. Add new earth materials to the ‘mountainside’ each time. Make it look as similar to your first trial as possible. Record the data of your second trial in the table.

7. Increase the angle of the slope once again and conduct your third trial.

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Results

Test 1

Test 2

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Angle of slope Amount of water used

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Observations Describe the landslide.

Test 3

o c . che e r o t r s super Illustrate the landslide.

Evaluation Write a sentence explaining what you have learned about landslides and the conditions which trigger them.

Earth fact In 1997, 18 people died in Australia’s worst landslide at the Thredbo Ski Resort, NSW, when earth, rock and trees slipped rapidly down the steep slope. One man survived. www.ricpublications.com.au

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Planet Earth

The ocean f loor Indicator • Reads informational text about the ocean floor.

r o e t s Bo r e p ok u S Suggested extension activities Background information

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Teac he r

• For further information about mid-ocean ridges and sea floor spreading, view: - <http://en.wikipedia.org/wiki/Oceanic_ridge> - <http://en.wikipedia.org/wiki/Seafloor_spreading>

• In pairs and using props (such as two chairs on an angle), students role-play the journey of the two men as they travel to the bottom of the Mariana Trench, describing their thoughts, observations and conclusions.

• Students research ways the ocean can become polluted and the effects of pollution, such as coastal environments being destroyed and aquatic animals and birds being affected. Students create a factfile about the Exxon Valdez spill catastrophe.

• Students brainstorm a list of ways humans use the ocean; for example; for transporting goods, for the fishing industry and for leisure activities.

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SA

QLD

RS2.5, RS3.5, RS2.6, RS3.6

ENRE0301, ENRE0302, ENRE0401, ENRE0404

R3.1, R4.1, R3.4, R4.4

3.3, 3.11, 4.3, 4.11

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

ES 3.1, ES 4.1

EB 3.1, EB 3.3, EB D3.5

SCIENCE ESS2.6, ESS3.6

Planet Earth

SCES0401, SCES0301

EB 3, EB 4

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The ocean f loor Approximately 70% of the earth’s surface is covered by a major body of salt water—an ocean.

The oceans are divided by the continents. The five oceans are: • Pacific Ocean • Indian Ocean • Arctic Ocean

• Atlantic Ocean • Southern Ocean

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About half of the oceans on earth are over 3000 metres deep. The deepest part of any ocean is the Mariana Trench in the Pacific Ocean, which is 10 923 metres (about 11 kilometres) below sea level. The first time humans travelled to the bottom of the trench was in 1960, when two men reached the sea floor on board the US Navy deep-sea craft, Trieste. They observed fish and shrimp, proving that life could survive even under those extreme pressures.

For the last 200 years, scientists have been intrigued by the ocean floor and the activity that occurs there. Many believe that the more we learn about the oceans, the more we will understand about how our planet works.

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C.PubDeep l i ca t i o ns sea exploration The ocean floor is the most unexplored part of our •f orr evi ew pur posesonl y• planet. Scientists who study the ocean are called

It is widely thought that the Earth’s crust (the outer layer of our planet) is made up of about 15 pieces known as ‘plates’, which are moving slowly and can collide and slide beneath another.

oceanographers. They calculate the distance to the sea floor and detect underwater objects using sound wave technology (sonar) and discover more about the ocean floor in submersible craft such as human-occupied vehicles (HOVs) and remote-occupied vehicles (ROVs).

Modern technology also allows scientists to observe and take measurements of the ocean floor from land.

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Where two plates meet under the ocean, magma from the earth’s mantle can push up through the crack, making an underwater volcano. The magma cools and hardens and new ocean floor is created which gradually moves away from the crack. The magma can also create underwater mountain ranges known as ‘midocean ridges’. The mountains under the oceans are all connected and form the longest mountain range in the world.

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At the mid-oceanic ridges where new ocean floor is being created, large amounts of energy are being released. Scientists are working to discover how this energy could be harnessed and used. The energy at the deep, dark depths of the ocean could be used to power factories and homes, instead of burning non-renewable fossil fuels such as coal, oil and gas, or using nuclear power.

The mid-oceanic ridges under the oceans are also the sites of the greatest number of volcanic eruptions and most frequent earthquakes on earth. Undersea earthquakes can cause tsunamis—great waves which can devastate coastal towns.

Earth scientists Earth scientists monitor, measure and observe the activity on the ocean floor to gain a better understanding of our planet. They use the data to help understand natural hazards, and work to discover how the energy of the ocean floor can be harnessed. www.ricpublications.com.au

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Planet Earth

Ocean f loor facts Indicator • Completes activities about the ocean floor.

Worksheet information

r o e t s Bo r e p o u S Suggested extension activities k

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• Students require the text on page 33 to complete the worksheet.

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• Find an atlas which shows the plate boundaries on Earth and also the locations of the mid-oceanic ridges. Students can match the location of the mid-oceanic ridges with natural disasters which have occurred along those sites.

• Research and present findings about the ‘subduction zone’ (where one plate passes under another). Students can include labelled diagrams or use modelling clay to represent the movements of the plates.

• Students create a quiz to test each other about the five oceans on Earth and some of the countries which border them.

Answers

1. (a) One of the main land masses of the earth; i.e. Africa, Antarctica, Asia, Australia, Europe, North America and South America. (b) Arouse interest and curiosity. (c) The molten rock material under the Earth’s crust. (d) Using transmitted and reflected underwater sound waves to detect objects or measure the depth of a body of water.

2. Sentences (a), (b), (c) and (d) should be ticked and (e) should be crossed.

3. (a) magma, plates (b) floor, cools (c) eruptions, ridges (d) unexplored, ocean 4. Possible responses.

• To discover new energy sources rather than using, for example, fossil fuels and nuclear power.

• To learn more about natural hazards (volcanic eruption, earthquakes and tsunamis) and minimise the risk of people being harmed.

• To discover new marine life.

• To learn more about how our planet works.

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RS2.5, RS3.5, RS2.6, RS3.6

ENRE0301, ENRE0302, ENRE0401, ENRE0404

R3.1, R4.1, R3.4, R4.4

3.3, 3.11, 4.3, 4.11

Refer to curriculum documents on <http:// www.qsa.qld.edu.au>

ES 3.1, ES 4.1

EB 3.1, EB 3.3, EB D3.5

SCIENCE ESS2.6, ESS3.6

Planet Earth

SCES0401, SCES0301

EB 3, EB 4

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Ocean f loor facts Use the text on page 33 to answer the questions.

1. Write a dictionary definition for each of these words.

(a) continent:

(b) intrigued:

(c) Magma:

(d) sonar:

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2. Tick the correct statements and cross the incorrect statements. (a) About 30% of the earth is not covered by water.

(b) It is dark and hard to see anything at the bottom of the Mariana Trench.

(c) The earth’s crust is similar to a jigsaw puzzle with 15 pieces.

(d) The longest mountain range on earth occurs under the oceans.

(e) No human has ever travelled to the deepest part of the Pacific ocean.

3. Complete the sentences. (a) Underwater volcanoes are created when

© R. I .

C. .Publ i cat i ons (b) New ocean is created when the magma hardens.

•f orr evi ew pur posesonl yand•

of two

(c) More volcanic

is pushed up between the boundaries

and earthquakes occur at the sites of the mid-oceanic

than anywhere else on Earth.

(d) The most

part of our planet is the

floor.

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4. Give two reasons why it is important that scientists continue to work to unlock the secrets of the ocean floor.

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Earth fact Scientists have discovered cancer-fighting substances in some deep-sea creatures and are currently conducting trials to create medicines with them. www.ricpublications.com.au

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Planet Earth

Deep-sea exploration Indicator • Designs a deep-sea craft and describes observations from an exploration to the bottom of the ocean.

Worksheet information

r o e t s Bo r e p ok u S Suggested extension activities

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Teac he r

• Students may like to conduct a search on the Internet for photographs of submersible craft and for footage of underwater volcanic eruptions before they complete the worksheet.

• For students finding Question 3 challenging, offer suggestions of marine life such as colourful sponges, unique starfish, interesting sea cucumbers and giant worms.

• You have just returned to the laboratory from your deep-sea exploration and have been asked to present a speech detailing your expedition and its discoveries. Prepare and present your speech to the class.

• Write a narrative or series of diary entries describing the adventures and discoveries during a deep-sea exploration of the deepest part of the Atlantic Ocean.

• Research to discover how people prepare themselves for a deep-sea dive.

• View video footage or photographs of an underwater volcanic eruption and use it as inspiration for a painting or wax crayon drawing.

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1.–3. Answers will vary.

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DMS2.8, DMS3.8

TEMA0301, TEMA0401, TEMA0302, TEMA0402

M3.1, M3.2, M4.1, M4.2

3.1, 3.2, 3.3.

TP3.1, TP4.1, MAT3.1, MAT4.1

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Deep-sea exploration You are a scientists about to lead a team on an expedition to the deepest part of the Atlantic Ocean to study underwater volcanoes and discover new marine life forms. The submersibles (deep-sea craft) which have been used in the past are out of date, so you must design a new vehicle to travel to the deepest, darkest parts of the ocean floor.

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1. Design and name your deep-sea craft. Label each of its features and, where needed, give a brief explanation of its use.

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Earth fact About 90% of all volcanic activity on Earth occurs in the oceans. One area on the sea floor in the South Pacific is home to 1133 volcanoes. www.ricpublications.com.au

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Planet Earth

N atural hazards Indicator • Reads informational text about the earth’s natural hazards.

Background information

r o e t s Bo r e p ok u S Suggested extension activities

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Teac he r

• A natural hazard is an event caused by nature which places at risk human, plant and animal life. Natural hazards include floods, tsunamis, drought, severe storms, volcanic eruptions, earthquakes and landslides. Usually, widespread destruction, both materially and in lost lives or injury, accompany a natural hazard. Disasters such as earthquakes and tsunamis can devastate the livelihoods of many.

• Discuss views on particular disasters and what should have been done to reduce the risks. Prepare a summary of the group’s ideas.

• Research to find the cause of earthquakes, volcanic eruptions and avalanches. Present your findings as a report with labelled diagrams.

• Follow weather patterns to identify forecasts of storms or droughts.

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RS2.5, RS3.5 RS2.6, RS3.6

ENRE0301 ENRE0302 ENRE0401 ENRE0404

R3.1, R4.1, R3.4, R4.4

3.3, 3.11, 4.3, 4.11

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

4.4

PS4.2

SOSE ENS3.5, ENS3.6, SSS3.5

Planet Earth

SOGE0403

PS3.1

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N atural hazards Volcanoes

Geological hazards such as landslides, floods, droughts, tsunamis, volcanic eruptions and earthquakes can have devastating consequences. The Asian tsunami on Boxing Day in 2004 shows how natural hazards can have an incredibly devastating impact on people’s lives, their homes and their livelihoods.

Volcanoes are places in the Earth’s surface (on land and under the oceans) through which molten rock (magma) and gas erupt. Volcanic eruptions can be violent, spilling hot lava, ash, dust and cinders over large areas. Volcanoes can be active, dormant (resting) or extinct. Volcanic eruptions can also trigger tsunamis, earthquakes, floods, rock falls and mud flows.

Natural disasters demonstrate the Earth’s tremendous power. Below are some examples of the Earth’s natural hazards.

Drought

Fires r o e t s Bo r e p ok u S

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Hurricanes

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Fires are often started through natural forces such as earthquakes or lightning. Bushfires are a constant threat to countries with warm climates, such as Australia. Hot, dry summer months and strong winds can lead to fires which rage through dry vegetation.

Drought is a pattern of unusually dry weather or lack of rainfall over a long period. Droughts affect more people than any other natural hazard. The high temperature and minimal rainfall affect crop growing and can cause widespread starvation, as has happened in some areas of Africa. Dust storms can also result from droughts.

Hurricanes are powerful rotating storms that form over warm ocean waters. With heavy rains and wind gusts of over 120 kilometres per hour, hurricanes can cause massive damage. They have an ‘eye’ of calm winds surrounded by strong thunderstorms.

Earthquakes

Earthquakes are the shaking of the earth caused by pieces of the Earth’s crust suddenly shifting.

This movement is often felt over long distances, but generally lasts less than a minute. An earthquake in the mountains can cause an avalanche, or under the ocean, a tsunami. Earthquakes are recorded on seismographs and measured using the Richter scale, which shows the strength of the shock wave through the earth.

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C.PubTornadoes l i cat i ons Tornadoes are violent whirling winds, often called •f orr evi ew pur pos e so nl y• ‘twisters’. They look like a large black funnel hanging

down from a storm cloud. The narrow end moves over the earth and acts like a giant vacuum cleaner.

Tornadoes usually only last a few minutes but they can cause massive destruction.

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Tsunami is a Japanese word meaning a long, low sea wave. They are started by volcanic eruptions, coastal earthquakes and undersea landslides. Tsunamis have killed over 50 000 people in the last century. They can race across the ocean at 800–960 kilometres per hour. Out deep, the waves are quite small, but as they approach the coastline they can increase to a height of 100 metres or more. Tsunamis are often referred to as ‘tidal waves’ but have nothing to do with the tide.

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The series of catastrophic tsunamis which occurred along the coast of south and southeast Asia on Boxing Day in 2004 was caused by an undersea earthquake.

Approximately 275 000 people across the coastal communities of Asia were killed. It is now known as one of the deadliest disasters in modern history.

Earth scientists Earth scientists work to reduce the risk of natural hazards claiming thousands of lives by collecting data from past hazards, using technology to monitor the Earth for changes and predicting future hazards. www.ricpublications.com.au

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Planet Earth

a r d s - c l u e l e s s c ro s s wo r d Natural haz Indicator • Writes clues from information about the earth’s natural hazards to complete a crossword.

Worksheet information

r o e t s Bo r e p ok u S Suggested extension activities

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Teac he r

• Collect crosswords from newspapers or crossword books for students to look at before they complete the activity on page 41.

Students can familiarise themselves with how crossword clues are written.

• To help students who may find this task challenging, highlight the sentences in the text on page 39 to help students identify where the words and information for the clues an be found.

• Work in small groups to formulate an action plan to deal with an earthquake near the school.

• Interview a partner for a TV news items as a witness to a disaster. Describe how he or she survived.

• Debate ‘Disasters have a place in the natural order of life’.

Answers

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• Teacher check

o c . cheCurriculum links e r o t r s super ENGLISH

NSW

Vic.

RS2.5, RS3.5, RS2.6, RS3.6

ENRE0301, ENRE0302, ENRE0401, ENRE0404

WA

SA

R3.1, R4.1, R3.4, R4.4

QLD

3.3, 3.11, 4.3, 4.11 Refer to curriculum documents on <http://www.qsa.qld.edu.au>

SOSE ENS3.5, ENS3.6, SSS3.5

Planet Earth

SOGE0403

PS3.1

4.4

40

PS4.2

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- c l u e l e s s c ro s s wo r d s d r a z a h l a r u t Na Use the information on Page 39 and other resources to write clues for the crossword given.

DOWN 2.

4.

8.

9.

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11.

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14.

Earth scientists The most devastating earthquake in modern times was in north-east China in 1976. It measured 8.3 on the Richter scale. Some 240 000 people died and 164 000 were seriously injured. www.ricpublications.com.au

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Planet Earth

E m e r ge n c y p ro c e d u re s Indicators • Identifies emergency procedures for a variety of natural hazards.

• Lists emergency supplies required to survive if a natural hazard occurs.

Worksheet information r o e t

s r e p u S

Bo ok

Suggested extension activities

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• Discuss each of the natural hazards to familiarise students with the situation before answering Question 2.

• Students can work in small groups to create a list of emergency supplies required during or after a natural hazard has occurred.

• Students create a poster to show essential safety procedure for before, during and after a bushfire.

• Write a diary entry by a person caught in, and then rescued from, a flood.

• Draw ‘before’ and ‘after’ pictures depicting the school or local area before and after a tornado has hit.

Answers

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1. Teacher check 2. Tsunamis – (e), (i), (k) Earthquakes – (d), (g),(m) Bushfires – (a), (f), (n) Tornado – (b), (h), (l) Flood – (c), (j), (o) 3. Possible answers: • Torch with batteries; portable battery-operated radio; first aid kit; emergency food and water; tin opener; cash and credit cards; waterproof clothing and shoes; list of emergency numbers; waterproof bags for valuables; candles and waterproof matches; sleeping bags

o c . che e r o t r s super Curriculum links SOSE

NSW

Vic.

WA

SA

Qld

ENS3.5, ENS36 SSS3.5

SOGE0403

PS3.1

4.4

PS4.2

Planet Earth

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E m e r ge n c y p ro c e d u re s For people living in areas of the world which are prone to natural hazards, it is critical that an emergency procedure is in place to help reduce the risk of loss of life and injury. For example, families living in country Australia should know the steps to follow, and have an evacuation drill in place, if a bushfire is approaching their home.

1. Create a colour key by colouring the squares next to each natural hazard in a different colour.

Tsunamis

Earthquake

Bushfire

Tornado

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Flood

2. Below are parts of emergency procedures for the five natural hazards above. Read each one then use your colour key to indicate which natural hazard they belong to.

Ensure poisons and chemicals are in a high, safe place.

Crouch under a table, bench or in a doorway.

If you notice a rapid change in water level, move inland as far as possible.

Hose down walls and plug downpipes, then fill the roof gutter with water.

If outside, stay away from trees, power poles and lines.

Get under a piece of strong furniture and hold on to it. Use your arms to protect your head and neck.

If there is a drawback where the water recedes a long way, move quickly! The next wave is on its way!

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Go quickly to a designated shelter, or windowless room such as bathroom or built-in wardrobe.

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Fill baths, sinks, buckets etc. with water and turn off the gas and power.

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C.Publ i cat i ons Listen to thef radio for r w If you are ar beach ands hear Tape orl board windows shut to • or evi e ponu po eso n y• warnings and advice. Secure warning sirens, move inland prevent shattering.

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If in a vehicle, stop, stay in vehicle away from buildings, trees, bridges and power lines.

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straight away.

Stay inside until it passes. Wear thick clothes, boots, hats and gloves.

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any objects which may float.

Stack valuables on top of furniture, with electrical appliances at the top.

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3. Create an emergency supplies list of things you and your family would need to survive if the area you live in was struck by a natural hazard. (Remember: during a natural disaster, electricity is lost and water can become polluted.)

Earth fact South-eastern Australia is considered to be the area of greatest bushfire risk on Earth! www.ricpublications.com.au

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Planet Earth

P o ll u t i o n Indicator • Reads informational text about pollution.

r o e t s Bo r e p ok u S Background information

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• Air pollution can include domestic smoke, smog and industrial pollutants. It can lead to acid rain, an increased greenhouse effect and depletion of the Earth’s ozone layer. It is estimated that over a third of all the smoke in the atmosphere is produced in people’s homes from coal fires.

• Soil pollution is where waste products are stored and released on land, either quickly or over a long time. They mix with the soil, reducing its fertility and creating a build-up of dangerous products. Materials released into the soil can also find their way into underground water supplies and pollute them.

Suggested extension activities

• Create a board game about pollution; e.g. move ahead 2 if rubbish is picked up, back 3 if oil is tipped down the sink.

• Students write arguments ‘for’ and ‘against’ a debate about the use of fossil fuels in industry.

• Students read accounts of a major oil spill from a tanker, such as the Exxon Valdez spill, and investigate how this affected the birds, animals and environment.

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o c Curriculum links . che e r o t r s super ENGLISH

NSW

Vic.

RS2.5, RS3.5, RS2.6, RS3.6

ENRE0301, ENRE0302, ENRE0401, ENRE0404

WA

SA

QLD

R3.1, R4.1, R3.4, R4.4

3.3, 3.11, 4.3, 4.11

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

3.4, 3.5, 3.6

SRP 3.1, PS 4.1

SOSE ENS3.5, ENS3.6, SSS3.7

Planet Earth

SOGS0403, SOGE0403

PS3.1, PS4.1, PS4.2, NSS3.1

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P o ll u t i o n Our current lifestyle is a major contributor to environmental problems. Pollution is a serious environmental issue because most living things need water, air and soil to survive. The actions of people are threatening these vital resources.

Water pollution can be minimised by treating waste water from homes and factories before it is released back into waterways, by reusing water for agriculture and industry, and by humans showing more caution so that oil and other pollutants do not enter our waterways.

The three main types of pollution are air, water and land pollution.

Air pollution

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Air pollution comes from sources such as factories, power plants, cars, trucks, buses, chemicals, wood heaters, windblown dust and wildfires. It affects the health of human beings, causing breathing difficulties, sore eyes, sore throats and allergies. Air pollution can kill trees and animals and affect lakes and crops. It can cause the ozone layer to thin, letting in more damaging ultraviolet rays from the sun. It can also damage buildings and artistic or historical structures.

Fortunately, air pollution can be improved, such as by the use of cleaner sources of power (e.g. solar power), choosing to ride bicycles, walk or carpool, reducing the use of certain chemicals for industrial and home use and restricting the use of household wood heaters.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• Land pollution

Water pollution

As the world population increases, more and more bottles, cans and packaging are discarded daily. The results of this are mountains of rubbish in landfill areas, unpleasant smells and breeding grounds for pests such as rats and mice. All of these can lead to health problems.

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Water is our most valued resource; without it all living things will die. Water pollution is a global problem. Water is polluted by many things, including: • industries – industrial wastes and chemicals are dumped into waterways

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• farming – pesticides, fertilisers and animal wastes drain from the land into nearby water supplies

Other causes of land pollution include clearing of land for construction of houses, shops or roads and overuse of the land through intensive farming practices such as large-scale grazing of animals and crop growing. This creates poor soils which are easily eroded by wind and rain.

• boating – oil spills, dumping wastes and littering all seriously affect the world’s waterways and all things living in them.

By becoming more aware of the environmental problem of pollution and by modifying our lifestyles, we can help to reduce the problem.

• sewerage systems – harmful wastes and deposits still pollute waterways, despite some countries using treatment plants

Earth scientists Earth scientists study pollutants to gain a better understanding of how they are damaging the environment and the health of animals and humans, and work to solve this serious environmental problem by finding alternative methods and products.

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Planet Earth

Poll uti o n p roble ms Indicator • Completes activities to show understanding of the different types of pollution.

r o e t s Bo r e p ok u S Suggested extension activities Worksheet information

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• Dictionaries are required for Question 2.

• To assist students having difficulty with Question 3, highlight sections of the text which show pollution problems and ask students to locate their solutions.

• Students conduct experiments using oil on water in a container and various types of materials for cleaning up ‘polluted waters’.

• Students research to find out about noise pollution. How are noise levels measured? What objects and activities cause high levels of noise pollution?

• The air pollution in some large cities in China is so bad that people have to wear masks when they are outside. As a class, list reasons why this would be inconvenient.

Answers © R. I .

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1. Air, water and land 2. (a) Removal of waste materials by a sewer system. (b) Chemicals used to kill pests, especially insects (on a crop). (c) Something that pollutes, especially a waste material that contaminates water, the air and/or soil.

3. Teacher check 4. Answers will vary.

o c . che e r Curriculum links t o r s super ENGLISH

NSW

Vic.

RS2.5, RS3.5 RS2.6, RS3.6

ENRE0301, ENRE0302, ENRE0401, ENRE0404

WA

SA

R3.1, R4.1, R3.4, R4.4

QLD

3.3, 3.11, 4.3, 4.11 Refer to curriculum documents on <http://www.qsa.qld.edu.au>

SOSE ENS3.5, ENS3.6, SSS3.7

Planet Earth

SOGS0403, SOGE0403

PS3.1, PS4.1, PS4.2, NSS3.1

3.4, 3.5, 3.6

46

SRP 3.1, PS 4.1

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Poll uti o n p roble ms 1. The three main types of pollution are:

,

and

.

2. Use a dictionary to define the following words: (a) sewerage:

(b) pesticides:

(c) pollutants:

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What is the problem?

What causes the problem?

What will happen if it continues?

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3. Choose three pollution problems from the text and complete the table.

How can the problem be solved?

Land

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Water

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4. Which area of pollution do you think is causing the most damage?

Explain your answer.

Earth fact Pollution affects all water, from the smallest village pond to the mightiest oceans. www.ricpublications.com.au

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Planet Earth

Po llu tio n gauge Indicator • Makes and tests a simple air pollution gauge, recording observations in a table.

r o e t s Bo r e p Answers ok u S Worksheet information

• Teacher check

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Teac he r

• Hang the two gauges in different areas such as in the classroom and outside near the car park or street.

Suggested extension activities

• Write a haiku poem a poem about pollution. A haiku poem follows the format of: Line 1 – five syllables Line 2 – seven syllables Line 3 – five syllables • In pairs, present a report to the class explaining the steps taken by the organisers of the Beijing 2008 Olympic Games to reduce levels of air pollution in the city prior to the commencement of the Games. The official website for the Beijing 2008 Olympic Games is: <http://en.beijing2008.cn/> • Present a role-play about two children trying to save wildlife trapped in a waterway as a result of pollution.

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Planet Earth

NSW

Vic.

WA

SA

Qld

ESS2.6, ESS3.6

SCES0401

EB 3, EB 4

3.1, 41.

EB 3.1, 3.3, D3.5

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Po llu tio n gauge Make a pollution gauge to find out how polluted the air is where you live.

You will need: • an old greeting card • a plastic cup • string • scissors • clear self-adhesive book cover What to do:

• pencil • hole punch

➎ r o e t s Bo r e p ok ➏ u S

➊ Cut the greeting card into two equal pieces.

Punch a hole in the top of each card. Knot the string though it.

➋ Draw around the cup to make a circle on each piece

Teac he r

of card. Cut out the circles.

Hang your two gauges in two different places around the classroom or around the school grounds.

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➌ Cut two squares of self-adhesive book cover slightly

➐ Check your pollution gauges every day for five days.

larger than the holes.

Record your observations in the table below.

➍ Stick each square over the hole so one side of the hole is sticky.

Day 1

Gauge 1 – Observations

Gauge 2 – Observations

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The greatest amount of air pollution was found at the location of pollution gauge

1

2

Tick.

Some possible reasons for this result are:

Earth fact

It is said that air pollution affects children more than adults because they breathe more air for their body size and spend more time playing outside. www.ricpublications.com.au

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Planet Earth

C l i m a te c h a n g e Indicator • Reads informational text about climate change.

r o e t s Bo r e p ok u S Background information

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• Climate change is a naturally occurring event, but it is the rapid rate of change, perhaps exacerbated by human activities, of concern to many scientists. Changes to climate may have many affects, such as an increase or decrease in rainfall and temperatures.

• Not only do greenhouse gases contribute to climate change, they also cause health problems, such as an increase in skin cancers, respiratory problems due to poor air quality, heat stress and a possible increase in diseases such as malaria.

• Nitrogen oxide is a by-product of burning fuel.

Suggested extension activities

• Discuss in more detail the causes of and possible solutions to the problem of global warming.

• Students investigate average yearly temperatures and rainfall figures for their region over the past 20 years and draw conclusions.

• Conduct research to create an information poster about El Niño. Include maps and diagrams. Explain possible effects of El Niño (i.e. extreme weather such as droughts, floods etc.).

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o c . che Curriculum links e r o t r s super ENGLISH

NSW

Vic.

RS2.5, RS3.5 RS2.6, RS3.6

ENRE0301, ENRE0302, ENRE0401, ENRE0404

WA

SA

QLD

R3.1, R4.1, R3.4, R4.4

3.3, 3.11, 4.3, 4.11

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

4.1, 4.4, 4.5, 4.6

SRP 3.1, PS 4.1, PS 4.2

SOSE ENS3.5, ENS3.6 SSS3.7

Planet Earth

SOGS0403, SOGE0403

PS 3.1, R 3.1, R 4.1, NSS 3.1

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C l i m a te c h a n g e What is climate change? are cut down, less carbon dioxide is being used and climate changes become more unpredictable.

Climate is the pattern of weather in an area over many years. For example, central Australia has a hot and dry climate with very little rain for most of the year.

What effects does global warming have?

Scientists gather information about the temperature of the Earth using weather balloons, ocean buoys, weather satellites, ice core samples, soil and rock analysis and by studying tree rings.

Many people argue that global warming is already having an impact on the world’s climate. In recent years, they say weather hazards such as heatwaves, droughts, hurricanes, forest fires and floods appear to be increasing.

r o e t s Bo r e p ok u S

What is global warming?

Other effects some scientists are predicting the changing climate will have include: • rising sea levels from the polar ice melting • plants and animals that can’t cope with rapidly changed weather may die • weather patterns will be more difficult to predict for farming.

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Scientists say the earth has warmed by 1 ° F (0.38 ° C) in the last 100 years. This is known as global warming.

Global warming may or may not be a direct result of human activities. Scientists believe that the increase in temperatures could be made worse by more gases in the atmosphere. This phenomenon is called the greenhouse effect, and it is one aspect of global warming.

What is the greenhouse effect?

Changes to climate will affect all plants and animals on earth!

Gases such as carbon dioxide, nitrous oxide and methane, act as a ‘lid’, trapping energy from the sun and preventing the heat from going back out in to space so the Earth can cool. This is the same effect created in a greenhouse, where glass panels are used to trap the sun’s warmth to grow plants.

© R. I .

C.Publ i cat i onsThe issue of climate change being keenly debated •f orr evi ew pur posesonisbyl y •and ordinary scientists

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citizens around the world, with some believing that the ‘warm up’ is causing extreme hazards, such as the Asian tsunami and Hurricane Katrina, to occur more frequently.

Burning fossil fuels releases these gases into the atmosphere. People are burning more fossil fuels, such as coal or oil for electricity. There are more and more motor vehicles burning gas, petrol and diesel. Animals such as dairy cattle, and rubbish in landfills, produce a gas called methane. As the population of the world increases, so do greenhouse gases.

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o c . che e r o t r s super What can we do?

The most effective way to alleviate global warming is to reduce the amount of greenhouse gases being produced. This can be done by reducing, reusing and recycling products, using alternative power sources, planting trees and encouraging others to take care of the environment.

More trees are being cut down for timber and paper and to make ways for farms. Like all plants, trees breathe in carbon dioxide and breathe out oxygen. As more trees

Earth scientists Earth scientists study rocks, ice and ancient trees to determine the climates of the past. They use the information to create computer models which predict future climates, and to gain an understanding of the impact global warming could have on the planet and those who inhabit it.

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Planet Earth

g t h e g re e nhouse ef fect n i t a g i t s e v n I Indicator • Designs an experiment to investigate the greenhouse effect.

Worksheet information

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• Provide the class with a variety of materials to use for their experiments—either before they begin the plan or once it is completed (depending on the ability of the class).

Materials can include:

– containers such as glass jars, bowls, plastic containers

– cling film, plastic bags

– black cardboard and paper

– thermometers (Check students know how to use and read a thermometer.)

• Students may request other materials depending on their experiment plan.

• For students who are may find this task challenging, remind them that they need to create a confined space with a lid, such as glass bowl with a cellophane lid. Black paper placed inside the container will promote heat absorption.

Thermometers can be used to record the temperature.

Note: A thermometer which is placed in a similar container without a ‘lid’ will give the ‘control’ temperature readings (hence proving that air temperature rises more quickly when in a confined space).

• The ‘control’ has an identical set-up to the experiment with the exception of the one factor being tested (in this case, the ‘lid’ on the container creating a confined space).

• Ensure students understand that the ‘lid’ on the Earth are the gases (carbon dioxide, nitrous oxide and methane) in the atmosphere.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• Answers

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Suggested extension activities

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• Groups swap experiments and test them. A ‘feedback’ time could follow where the testing group gives positive criticism to the authors of the experiment.

• Students draw diagrams or flow charts which show how a change in one aspect of climate may affect plants and animals.

• Students use dark paints or other media to create representations of how the Earth could look if global warming results in temperatures continuing to increase.

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Planet Earth

NSW

Vic.

WA

SA

Qld

INVS3.7

SCES0301, SCES0401

EB 3, EB 4

3.1

EB 3.3

52

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h e g re e nhouse ef fect t g n i t a g i t s e v In TASK: To design a science experiment which will demonstrate the greenhouse effect, by showing that air temperature increases when heat is trapped in a confined space.

Plan your science experiment.

1. Materials (What we will use.)

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Labelled diagram.

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2. The procedure (What we will do.)

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2. Show your plan to your teacher for approval.

3. Results (What happened?) On the back of this sheet, construct a table to record the results of your experiment.

Conduct your experiment.

4. Evaluation (How did you go?)

• Did your experiment demonstrate the greenhouse effect?

• Explain how you could improve your experiment.

Yes

No

Earth fact Scientists expect an increase in average global temperatures of between 2 ° F (0.76 °C) and 6 ºF (2.3 °C) in the next 100 years. www.ricpublications.com.au

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Planet Earth

W h a t i s c l i m a te c h a n g e ?

Indicator • Completes activities to show understanding of climate change.

Worksheet information

or e t

s Bo Suggested extension activities er

• Students use the text on page 51 to answer the questions.

p u S

ok

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• Enter the words ‘climate change’ and ‘children’ or ‘kids’ into a search engine such as ‘Google’. Choose three websites aimed at children and browse them. With a partner, decide on criteria to review the website, for example; simple languageeasy to understand; good graphics; ‘Flash’ presentations, links that take you back to the ‘Home’ page etc. Use your criteria to review each site.

• Create a pie chart displaying the volume of greenhouse gases produced by different countries.

USA – 24% Western Europe – 16% China – 13% Eastern Europe – 13% Japan – 5% Rest of world – 29% • Design and create a simple picture book about climate change which can be given to children in a younger class to help them understand this topic.

Answers © R. I .

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1. Weather balloons, ocean buoys, weather satellites, ice core samples, soil and rock analysis and by studying tree rings.

2. (a) activities, increase/rise/warm (b) lid, earth (c) fossil fuels, vehicles (d) rubbish, dairy cattle 3. More trees are being cut down for timber and paper and to make way for farms. Like all plants, trees breathe in carbon dioxide and breathe out oxygen. As more trees are cut down, less carbon dioxide is being used up.

4. (a) What are scientists predicting will happen if global warming causes ice from the polar regions to melt? (b) Who is debating the issue of climate change? (c) What can we do to help alleviate the problem of global warming?

5. Answers will vary.

o c . che e r o t Curriculum links r s super ENGLISH

NSW

Vic.

WA

SA

QLD

RS2.5, RS3.5 RS2.6, RS3.6

ENRE0301 ENRE0302 ENRE0401 ENRE0404

R3.1, R4.1, R3.4 R4.4

3.3, 3.11, 4.3, 4.11

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

4.1, 4.4, 4.5, 4.6

SRP 3.1, PS 4.1, PS 4.2

SOSE ENS3.5, ENS3.6, SSS3.7

Planet Earth

SOGS0403 SOGE0403

PS 3.1, R 3.1, R 4.1 NSS 3.1

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W h a t i s c l i m a te c h a n g e ?

Use the text on page 51 to answer the questions.

1. List four ways scientists gather information about the temperature of the Earth.

•

•

•

•

2. Complete the sentences to explain global warming and the greenhouse effect.

r o e t s Bo r e p ok u S

(a) Some scientists believe that human

to

may have caused the temperature of the earth

by 0.6 °C in the last 100 years.

(b) Gases act like a

, trapping the sun’s heat and preventing the

from cooling.

electricity and to run motor

.

(d) The gas methane is produced by

in landfills and

for

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(c) More gases are released in to the atmosphere by the burning of

.

3. Explain how deforestation (cutting down trees) is contributing to the greenhouse effect.

© R. I .

C.Publ i cat i ons (a) Sea levels will rise.

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4. Write a question for these answers.

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(b) Scientists and ordinary citizens.

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(c) By using renewable energy sources, planting trees and taking care of our environment.

5. List four changes you and your family could make at home to use less fossil fuels (i.e. electricity at home and petrol in the car).

• • • • Earth fact

Scientists drill very deep holes in ice and study the air bubbles trapped inside to learn about the climate of the past. The oldest ice they have collected is 400 000 years old! www.ricpublications.com.au

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Planet Earth

Urbanisation Indicator • Reads informational text about the environmental problems caused by urbanisation.

Background information

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• Urbanisation can have some positive effects, not just the environmental problems outlined on page 57.

Two examples include:

– It is more efficient to supply energy, water, heating and waste disposal to people concentrated in houses and medium or high density accommodation than to those separated by hectares of land.

– Access to health, education, social services, cultural events, recreational activities etc. is more convenient in cities, especially if the public transport system is efficient.

Students could add further benefits after class or group discussions.

Suggested extension activities

• Students can discuss problems other than environmental that occur due to urbanisation; e.g. the social problems of slum areas and poor living conditions, or unemployment and crime.

• Hold a class discussion about what it means for a city to leave an ‘ecological footprint’ on the Earth.

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RS2.5, RS3.5 RS2.6, RS3.6

ENRE0301, ENRE0302, ENRE0401, ENRE0404

R3.1, R4.1, R3.4, R4.4

3.3, 3.11, 4.3, 4.11

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

3.4, 3.5, 3.6

SRP 3.1, PS 4.1

SOSE ENS3.5, ENS3.6, SSS3.7

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SOGS0403, SOGE0403

PS3.1, PS4.1, PS4.2, NSS3.1

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Urbanisation health problem and also contributes to the thinning of the ozone layer, which is like a sunscreen for the Earth.

Urbanisation is the increase in the number of people living in towns and cities. It occurs when people move from rural (country) areas to urban (city and town) areas or the population of an area increases from many children being born or a new industry being developed (such as mining). A highly populated urban centre may have hundreds of thousands or even millions of people, while other urban centres may only be a few thousand.

Overcrowded environments lead to the problem of noise pollution. Traffic noise can be annoying and disturbing.

A quieter environment creates a more relaxed and healthier community.

r o e t s Bo r e p ok u S Habitat destruction

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Urbanisation can have a big impact on the surrounding environment. The major environmental issues include habitat destruction, water pollution, and air and noise pollution.

In the process of urbanisation, land is needed to create and develop urban centres. Native bushland is cleared to make way for homes, roads, industries and recreational areas, which means that animal and plant habitats are destroyed.

Water pollution

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When an area is urbanised, water that falls as rain is channelled into run-off systems instead of being absorbed into the soil. It picks up ground pollutants which could be industrial waste products, sewage or rubbish. If an area is in a coastal region, the surrounding seas could become polluted with waste from industry or sewerage systems.

One way waste is disposed of is by depositing it in landfill sites. Problems can occur if these sites are poorly managed and waste contaminates the soil and groundwater. Water pollution is a concern for public health reasons and also affects animals and plants.

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In summary, the denser the urban population the more problems for the environment.

Nations with a stronger economy generally have stricter guidelines in place about pollution, the monitoring of habitat destruction and the relocation of native animals and plants.

Air pollution, particularly in larger cities, is a serious problem as there are so many cars and factories. Motor vehicle exhausts, gases and chemicals from emissions by industries, and smoke from wood heaters are among the main ways the air becomes polluted. Blankets of smog often cover large cities. Air pollution is a public

Earth scientists Earth scientists study the impact large cities have on the environment to identify how the cities can be managed in a more sustainable way so that they will leave less of an ‘ecological footprint’ on the Earth. www.ricpublications.com.au

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What is urbanisation?

Indicators • Completes activities to show an understanding of urbanisation.

• Represents the population of the top five megacities on earth as a graph.

Worksheet information r o e t

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• Point out the key to help students create a scale for the y-axis on the graph in Question 4 (1 = 1 million). For example, the data to plot on the graph for the population for Tokyo, Japan is 35. The increments for the y-axis can be in tens (New York will be 20 etc.).

Possible heading: Population of top five megacities (on Earth) X-axis label: City Y-axis label: Population (per million)

Suggested extension activities

• Debate ‘It is better to live in the city than the country’.

• Order urban areas according to their population in student’s own state, country etc. Identify any environmental problems in each location.

• Students conduct research to determine possible native animals which lost their habitat due to the development of the town/city in which the students live. Choose one animal and locate statistics using the Internet to determine if the animal is endangered or at risk or being endangered (threatened).

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ENS3.5, ENS3.6, SSS3.7

Planet Earth

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SA

QLD

ENRE0301 ENRE0302 ENRE0401 ENRE0404

R3.1, R4.1, R3.4, R4.4

3.3, 3.11, 4.3, 4.11

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

SOGS0403, SOGE0403

PS3.1, PS4.1, PS4.2, NSS3.1

3.4, 3.5, 3.6

SRP 3.1, PS 4.1

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What is urbanisation?

1. Write ‘T’ for ‘True’ or ‘F’ for ‘False’ in the box alongside each statement. (a) Urbanisation occurs when people move from urban areas to rural areas. (b) When a new industry is developed in a town, the population increases. (c) The denser the population of a city, the less impact it has on the environment.

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2. List three ways urbanisation can have an impact on the surrounding environment.

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3. Explain how urbanisation can harm wildlife.

4. Plot the population of the ‘Top five megacities’ on Earth on the graph. Label the x-axis and y-axis and give your graph a title. Colour your graph.

Top five megacities (population over 10 million)

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C.Publ i cat i ons •f orr evi ew pur posesonl y• New York Metro Area

USA

20 000 000

Greater Tokyo Area

Japan

35 000 000

Greater Mumbai India Area Greater Seoul Metro Area

South Korea 23 000 000

Greater Mexico City

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20 000 000

KEY

1 = 1 million

Earth fact The Greater Tokyo Area, in Japan, has a population of 32 million people. (Compare this to the entire population of the country of Australia, which is just over 21 million!) www.ricpublications.com.au

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City soundscape Indicators • Creates and performs a soundscape in a group.

• Demonstrates an awareness of how human intervention can disturb the natural environment and how increasing population and the development of industry can transform a town into a city.

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• Students can assist in collecting items suitable for the sound effects. Items can be found in the natural environment and changed into instruments, such as pebbles in a container, drums made from banging wood on a rock or log. Vocal effects can also be used.

• Hold a discussion prior to the commencement of the activity about the sounds which may be heard as an area of natural environment is developed; for example, trees are removed by loggers (there could be protesters present), builders and town planners arrive, followed by families and businesses moving in.

• Discuss how the sounds of a small town will change (and noise level increase) as the town grows into a city; for example, more industry noises, more noise from vehicles.

Answers

• Teacher check

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• Use the soundscape as a stimulus for a creative writing piece. Students could write the story from the point of view of an animal which loses its natural habitat and tries to survive in the city.

• Record the soundscape. Students could play it to a group of students from a different class and organise an activity for them to complete during and/or after they have heard their soundscape. For example, the audience represents what they believe to be happening in the soundscape in pictures, or answers a set of questions designed by the students about the soundscape.

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MUS3.2, DRAS3.1, DRAS3.2, DRAS3.3

ADRO0401 ADRO0402 ARMU0401 ARMU0402

CAI 3, STP 3, CAI 4, STP 4

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3.1, 3.2, 3.3, 4.1, 4.2, DR4.1, DR4.2, DDR4.5 4.3

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City soundscape You and the members of your group are going to perform a soundscape about an area of natural environment which is cleared and developed, becoming a town and, as the population grows and new industries are developed, a city.

Materials Collect items suitable for making sound effects, such as: cardboard, shakers, water in jugs, musical instruments, leaves, sticks, wood and rocks etc. Vocal sound effects can also be used.

1. Make notes about the sounds of a natural environment, the human activity which disturbs it (such as loggers and builders), and the noises of a small town as it grows in to a large city.

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Natural environment

2. Plan your soundscape below. Briefly describe the sequence of events, the sounds that will be heard, the materials used to make them and which member(s) of your group will be in charge of each sound effect.

Sequence of events

Sound(s)

Materials

Who

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3. Present your soundscape to the class. It can be recorded or performed live. The audience members should close their eyes when they are listening.

Earth fact It has been predicted that by 2025 there will be 10 hypercities in Asia. A hypercity is a city with 20 million or more people! www.ricpublications.com.au

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T h e E a r t h ’s re s o u rc e s Indicator • Reads informational text about the Earth’s natural resources.

Background information

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• Coal, oil and natural gas are called fossil fuels because they were formed millions of years ago from layers of fossilised plants and animals. Those layers gradually formed a black rock-like substance called coal, a thick liquid called oil, and natural gas.

Fossil fuels provide plastics, fertilisers, clothing, petrol aviation fuels and power for heating and cooking.

• Investigate the problems associated with renewable energy development. For example: Wind farms may cause: – bird deaths when they collide with the wind turbines and wires – noise pollution – potential erosion in desert areas.

• Students compare their families’ electricity and gas bills before and after energy-saving practices, or compare between summer and winter.

• Construct and carry out a survey of common appliances at school, including what form of energy each needs to operate and what each is used for.

• In groups, students discuss ways they can educate people about the benefits of renewable energy sources. Students discuss how to change people’s behaviours—What has been successful in the past? What is needed now?

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RS2.5, RS3.5 RS2.6, RS3.6

ENRE0301, ENRE0302, ENRE0401, ENRE0404

R3.1, R4.1, R3.4, R4.4

3.3, 3.11, 4.3, 4.11

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

3.4, 3.6, 4.6

PS 3.1, PS 4.1

SOSE ENS3.5, ENS3.6, SSS3.7

Planet Earth

SOGE0303 SOGE 0403

R 3.1, R 4.1

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T h e E a r t h ’s re s o u rc e s Today, we are making increasing demands on the Earth’s resources to meet our basic survival needs and to support our modern lifestyle.

Mining can result in conflict between mining companies, politicians, environmentalists and ordinary people.

Earth scientists are looking for and developing alternate and clean energy sources for power, such as solar power (sun), wind power and hydro power (water).

In the past, we thought we could use all the things around us and they would continue to be there in the future. Now we realise we were wrong, and that some of these resources are becoming harder to find or are in danger of running out altogether. We need to conserve our natural resources not just for today but for our future.

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art of mining - excavation mine site ?

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Natural resources are useful materials that occur naturally in the environment. Air, coal, water, oil, forests and natural gas are examples of natural resources.

Everything we use has come from a natural resource.

We use natural resources to make manufactured products like CDs, computers, furniture, appliances and jewellery.

There are two main groups of natural resources:

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C.Publ i cat i ons Human beings are the only inhabitants of this Earth •f orr evi ew pur posesonl y• who have the ability to care for or destroy its natural

Renewable resources

Renewable resources are those that are able to reproduce or replenish naturally such as air, water, forests, soil and animals. Of course, care and conservation are still needed to ensure these resources continue to survive.

resources. Unfortunately, all too often, human beings have used resources without regard for the impact they are having. It is important that we make thoughtful choices about how we can use less energy, and in so doing, conserve our non-renewable resources. Some means of conserving energy are outlined below.

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Non-renewable resources Once non-renewable resources have been removed from the earth and used up, they are gone completely and can not be replaced. We burn fossil fuels (coal, oil and natural gas) to use as an energy source for our homes, schools and businesses. Fossil fuels, which are non-renewable, are widely used to create electricity.

They are relatively cheap to process into electricity but doing so creates a lot of pollution, polluting the renewable resources (such as the air).

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• Turn off appliances completely when no-one is using them.

o c . che e r o t r s super • Don’t leave lights on.

• Walk, ride a bike, car pool or use public transport to save fuel.

• Install insulation in homes to reduce the amount of energy needed to cool and heat them.

The growing demand for fossil fuels means exploration for deposits yet to be discovered is always occurring.

For mining to be sustainable (with little disruption to the environment and society), lots of planning is required.

• Choose energy-efficient appliances—look for the energy rating.

Earth scientists Earth scientists use technologies to predict the locations of yet to be discovered natural resources in the Earth. They develop more sustainable ways of extracting these resources and work to find and develop alternative energy sources. www.ricpublications.com.au

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Our natural resources Indicator • Completes activities to show understanding of the Earth’s natural resources and ways to conserve them.

Worksheet information

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• Students use the text on page 63 to answer the questions.

• The ‘mini-posters’ in Question 4 should include some text and an eye-catching symbol or sketch.

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• List as many resources as possible and categorise them into ‘renewable’ and ‘non-renewable’.

• Students conduct research to determine if there are any wind farms or hydropower plants in their local area.

• Make a list of different appliances and products which can be run using solar power; for example: water heaters, torches, calculators, cars etc.

Answers

1. (a) air, coal, water, oil, forests, natural gas (b) CDs, computers, furniture, jewellery 2. Renewable resources are those which are able to reproduce or replenish naturally such as air, water, forests, soil and animals.

Non-renewable resources are resources removed from the earth, such as coal, oil and natural gas, which can be used up and not replaced.

3 Fossil fuels are non-renewable energy sources widely used to create electricity. They are relatively cheap to process into electricity but doing so creates a lot of pollution, polluting the renewable resources (such as the air).

4. Teacher check

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QLD

RS2.5, RS3.5 RS2.6, RS3.6

ENRE0301 ENRE0302 ENRE0401 ENRE0404

R3.1, R4.1 R3.4, R4.4

3.3, 3.11, 4.3, 4.11

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

3.4, 3.6, 4.6

PS 3.1, PS 4.1

SOSE ENS3.5, ENS3.6, SSS3.7

Planet Earth

SOGE0303, SOGE 0403

R 3.1, R 4.1

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Our natural resources Use the text on page 63 to answer the questions.

1. (a) List five natural resources.

(b) List three manufactured products made from natural resources.

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2. Write a definition and give examples for each.

Renewable resources

Non-renewable resources

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3. (a) Explain the problems with using fossil fuels to create electricity.

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(b) Instead of using fossil fuels to create electricity, cleaner energy sources can be used such as s

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4. Choose two energy-saving tips and design a mini-poster for each.

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Earth fact Water is the most commonly used renewable energy resource worldwide, providing enough power to meet the needs of 28.3 million consumers. www.ricpublications.com.au

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Energy in the home Indicator • Identifies energy sources and energy-efficient tips for home appliances.

Worksheet information

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• As we have become more technologically advanced and environmentally aware, we have begun looking towards creating communities and lifestyles which have a minimal impact on our natural environment.

• Note: Students can complete the survey activity at home if necessary, to accurately identify the energy source used by an appliance.

• To complete Question 2, students work in small groups to generate ideas for conserving energy with the appliances listed.

Direct students to consider how energy can be conserved with each appliance. (See examples below.)

Additional activities

• Students use their ideas from Question 2 to create a ‘Household energy saving tips’ poster or pamphlet. Use large sheets of paper, magazines, Internet access, the library, and drawing materials to create an informative and eye-catching poster.

• Tally the total number of appliances taken from each student’s worksheet, according to the energy source or the purpose of each. These results can displayed as a bar or pie graph.

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1. Answers will vary 2. Stove: cover pots or pans to boil or steam faster, turn off the oven 10 minutes before food is ready, start cooking with the heat high and lower it when the food starts to boil, preheat the oven only when necessary, bake with glass dishes (they use less heat), use a microwave when possible (they use half the power of a normal oven).

Air conditioner: set temperature lower in winter and higher in summer, keep the house closed to the outside and close off unused rooms, open the house at night to let the cooler air in.

Lighting: replace bulbs with bulbs with lower wattage, use fluorescent tubes where possible, keep light bulbs and fixtures clean.

Dishwasher: wash only full loads, don’t use the dishwasher’s dry cycle.

Electric blanket: turn off the electric blanket once the bed is warm, or simply use extra blankets on the bed.

Washing machine: wash with warm water and rinse with cold, wash and dry full loads, don’t overload the machine.

Clothes dryer: don’t overload the machine, clean the lint trap after every load, dry two or more loads in a row to use the heat from the previous load.

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Planet Earth

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PPS3.4, INVS2.7

SCPS0301 SCPS0401

IS 4.2, IS 4.4, EC4

3.3

3.1, 3.3, 4.1, 4.30

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Energy in the home The main source of energy in our homes is electricity. Other sources of energy are natural gas, solid fuel (wood and coal) and solar energy. We use these energy sources to produce heating, cooling, motion (in fans and saws), light, sound, pictures and many other daily requirements.

1. List 10 appliances in your home which need external energy to operate (i.e. not hand operated) and complete the table below by ticking the appropriate boxes.

Other

Entertainment

Cleaning

Cooling

Heating

Other

Solid fuel

Solar

Gas

Electricity

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Appliance

Cooking

Used for …

Energy from …

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2. In the boxes below, write some ‘energy-saving’ tips for the appliances listed.

Lighting

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Air conditioner

Stove

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Dishwasher

Clothes dryer

Washing machine

Earth fact Electrical appliances left on ‘stand-by’ continue to use electricity and can account for more than 10% of a home’s electricity bill. www.ricpublications.com.au

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R e d u c e , r e u s e , r e c yc l e Indicator • Reads informational text about reducing, reusing and recycling products.

Background information

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• Students should be familiar with the ‘three Rs’, but may not be as familiar with the relationship between garbage, greenhouse gases and global warming.

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• Students begin a ‘garbage reduction chart’ for use at home over a week to see how many small steps they can make which may reduce the amount of garbage entering the environment.

• Students design and create holders for their desks at school using only recycled materials.

• Students investigate community facilities for recycling materials, such as clothing bins or centres for recycling green waste and find ways to use them.

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RS2.5, RS3.5 RS2.6, RS3.6

ENRE0301 ENRE0302 ENRE0401 ENRE0404

R3.1, R4.1, R3.4, R4.4

3.3, 3.11, 4.3, 4.11

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

3.4, 3.5, 3.6

SRP 3.1, PS 4.1

SOSE ENS3.5, ENS3.6, SSS3.7

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SOGS0403, SOGE0403

PS3.1, PS4.1, PS4.2, NSS3.1

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R e d u c e , r e u s e , r e c yc l e As the population of the world continues to grow, people are living longer and the desire to own material possessions continues. Unfortunately, producing and consuming goods produces waste.

using plastic bottles again, buying ‘pre-loved’ books and clothes, selling unwanted goods at a garage sale, saving ice-cream containers for storage and for use at the local school, reusing plastic plates and cutlery or repairing the old bicycle. Some items which are only used once occasionally can be borrowed, shared or hired.

Waste is anything discarded and released into the environment. More and more waste is being created and landfill areas (areas for disposing of garbage) fill up very quickly.

Recycling

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Recycling means that a waste product may be changed in a factory into the same product or another product which is useable. Recycling saves space in landfills, reuses the original product and saves energy. Every household can do a number of things to recycle. Many common household products can be recycled. These include cardboard and paper, glass bottles and jars, aluminium cans and foil, some plastics, steel tins, and milk and juice cartons. Other items which can be taken to recycling depots include supermarket shopping bags, laser printer cartridges and ribbons, paint, wine bottle corks, car parts and motor oil, mobile phones, some metals, building materials and fire extinguishers.

Why not recycle at home by using food scraps to make compost for the garden?

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Garbage decomposing in landfill areas is an environmental problem as it produces two greenhouse gases: carbon dioxide and methane, an invisible, odourless and highly flammable gas. Methane contributes to the problem of global warming as it stays in the earth’s atmosphere. Waste buried in landfills can also pollute underground water if it isn’t managed properly.

Recycling offers one way to help reduce the impact waste disposal is having on the environment. Reducing the amount of waste produced and reusing products are other ways.

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C.Publ i cat i ons If we are careful, we can ensure that there is less • r r e vi ew r posesonl y• rubbish to get rid f ofo later.

Simple steps can make ap big u Reduce

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difference! When shopping, look for products which only have a small amount of packaging or, preferable, packaging which is only recycled or recyclable. Having meals at home means there is less packaging compared to buying takeaway meals. Homemade gifts and cards using materials available at home are more personal and reduce waste. Looking after clothes, toys, tools and appliances helps them to last longer and decreases the need for new ones. Refuse plastic bags given out by stores and reduce the amount of junk mail placed in your letterbox by putting up a ‘No junk mail’ sign.

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Reusing means that we can save money, energy and resources. There are many ways to use the same item more than once. Some simple methods include using empty glass jars for storage, using a basket or cloth bag when shopping, reusing envelopes, washing and

Earth scientists Earth scientists work to gain a better understanding of how human activity (such as waste disposal) is altering the Earth’s systems. They make records and predictions and suggest changes to be made for a more sustainable future. www.ricpublications.com.au

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e , r e c yc l e – r o l e p l ays R educe , re u s Indicator • Role-plays situations demonstrating ways to reduce, reuse and recycle products.

Worksheet information

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• Students work in pairs or small groups for this activity. Students plan their role-plays, creating characters, movement and scripts. As a group, they work out a solution to the problem to conclude their role-play.

• Note: Examples for each scenario can be found in the text on page 69.

• Discuss each role-play after each performance. Was the solution practical and viable? Compare and contrast the solutions to the same problems.

Suggested extension activities

• Design and make an alternative to plastic bags to carry shopping.

• Make a ‘mini-landfill’. Fill a jar half full with soil (not potting mix). Add four or five different pieces of rubbish, such as food scraps, bones, metal, plastic and paper. Cover with more soil. Sprinkle with water and cover with plastic wrap. Leave in a warm place for about 10 days. Empty the contents and record and date any changes. Repeat every few days. Use gloves and tongs to handle the rubbish.

• Ask a guest speaker from an action group to talk about the damaging effects of plastic bags.

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C.Publ i cat i ons Answers •f orr evi ew pur posesonl y•

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1. (a) Reuse (b) Reduce (c) Recycle 2. Scenario 1 – Reduce Scenario 2 – Reuse Scenario 3 – Recycle Scenario 4 – Reduce Scenario 5 – Reuse (Tom and Ava could have a garage sale.)

Scenario 6 – Recycle

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WA

SA

Qld

DRAS3.1, DRAS3.2 DRAS3.3

ADRO0301 ADRO0401 ADRO0402

CAI 3, STP 3, CAI 4 STP 4, RRE 3, RRE 4

3.1, 3.2, 3.3, 4.1, 4.2, 4.3

DR4.1, DR4.2 DR4.5

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e , r e c yc l e – r o l e p l ays s u e r , e c u d e R 1. Write reduce, reuse or recycle next to its definition. (a) To use again without changing.

R

(b) To use less of.

R

(c) To use again after changing.

R

2. With a partner, read each of the following scenarios. Decide if the action which needs to be taken is to reduce, reuse or recycle the product.

r o e t s Bo r e p ok u S

3. In your group, plan your role-plays by creating characters, movements and a script.

End each role-play with a ‘reduce’, ‘reuse’ or ‘recycle’ solution.

Teac he r

4. Once you have rehearsed your role-plays, choose your best one and perform it for another group or the class.

Scenario 2

It’s Abbey’s Nan’s birthday on Saturday. Abbey asks her mum for money to buy a card and present but her mum tells her to see what materials are in her craft box first.

Oliver and his dad are at the shopping centre and Oliver would like a book to read for the school holidays. Ahead of them is a bookshop and a shop that sells ‘pre-loved’ books.

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Scenario 1

Recycle © R. I .

C.Publ i cat i ons Scenario 3 Scenario 4 •f orr evi ew pur posesonl y• Reuse

Recycle

Reduce

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Jason’s older sister is excited as her new mobile phone has just arrived in the mail. Jason sees her about to throw her old, broken mobile phone away in the bin.

Reduce

Reuse

The kids have seen an advert on TV for a takeaway meal. They ask their dad to order some. Mum reminds them there is lots of fresh food to eat in the fridge.

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Reduce

. tScenario Scenario 6 e 5 o c . che e r o t r s super Reuse

Recycle

Reduce

Tom and Ava have spent the morning sorting out their toys. They have put the toys that they are too old for now into boxes. Lots of younger children live in the same street as Tom and Ava.

Reduce

Reuse

Recycle

Reuse

Recycle

Violet is having a sleepover at Maisy’s house. She notices that they have three bins for different types of rubbish. They also put their foods scraps on a compost heap. Violet wonders why there is only one bin at her house.

Reduce

Reuse

Recycle

Earth fact The average family throws away about 40 kg of plastic each year—­a lot of which could be recycled. About 60% of the rubbish that ends up in the garbage could be recycled. www.ricpublications.com.au

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The p ro b le m w it h p las tic bags Indicator • Completes activities to identify the steps which can be taken to reduce the number of plastic bags used in Australia each year.

Worksheet information

r o e t s Bo r e p ok u S Suggested extension activities

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Teac he r

• Hold a discussion with the class about how foodstuffs are taken home from the supermarkets where they live. What are the options?

• Remind students to use persuasive and powerful language in their letter to the supermarket. For example, ‘Changes need to be made NOW before more wildlife are injured and killed’.

• Students work in small groups to design a survey to be taken home for families to complete about their use of plastic bags.

• Interview an older person about packaging in the past.

• Use the Internet to create an information poster about Australia’s first ‘plastic bag-free’ town, Tasmania’s Coles Bay. • Write a letter to a newspaper about an environmental concern in your local area.

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

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2. (a) Answers will vary (b) Teacher check

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Say ‘No thanks’ to plastic bags at the check out, especially when purchasing only a few items.

Don’t accept non-recyclable bags.

Use plastic bags only where necessary to help keep foods fresh and hygienically clean.

Use calico bags, strings bags or multi-use bags to carry shopping. Keep boxes or baskets in the car for larger purchases.

Count the number of bags used weekly and try to reduce that number.

If plastic bags are used, try to place as many items as possible in them (depending on weight).

Reuse plastic bags to package foods that are to be frozen, for packing school lunches, for storing clothing, for keeping items dry or while walking the dog.

Take plastic bags back to the shop to use next time you go shopping.

Use a local supermarket that offers recyclable plastic bags.

w ww

1. Refuse: –

– Reduce: –

–

–

– Reuse: –

– Recycle: –

Answers

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Curriculum links che e r o t r s super ENGLISH

NSW

Vic.

RS2.5, RS3.5, RS2.6, RS3.6

ENRE0301, ENRE0302, ENRE0401, ENRE0404

WA

SA

QLD

R3.1, R4.1, R3.4, R4.4

3.3, 3.11, 4.3, 4.11

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

3.4, 3.5, 3.6

SRP 3.1, PS 4.1

SOSE ENS3.5, ENS3.6, SSS3.7

Planet Earth

SOGS0403, SOGE0403

PS3.1, PS4.1, PS4.2, NSS3.1

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The p ro b le m w it h p las tic bags

r o e t s Bo r e p ok u S Refuse

Reduce

Recycle

Reuse

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Teac he r

Around four billion plastic bags are used each year in Australia alone. A plastic bag can take as long as 1000 years to decompose. Sadly, plastic bags discarded in the environment can kill or maim wildlife such as turtles, dolphins and birds.

1. (a) Make notes in the boxes to suggest ways people can refuse, reduce, recycle and reuse plastic bags. (b) Underline or highlight the steps which you and the members of your family take.

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C.Publ i cat i ons 2. (a) Read the statements below. Decide which ones you agree with and order them from f o r evi e p ur osesonl y• 1• (agree with ther most) to w 4 (agree with thep least).

• All shopping outlets should immediately ban plastic bags at check-outs.

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• All shopping outlets should charge five cents per plastic bag and the money should be used to help protect and save wildlife from discarded plastic bags.

• All shopping outlets should sell alternatives to plastic bags cheaply (green bags) and refuse to give out plastic bags.

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o c . che e r o t r s super

• All shopping outlets should have one ‘plastic bag-free’ day each week.

(b) Write a letter to your local supermarket explaining why you think they should change their rules about plastic bags to your ‘number 1’ choice above.

Be persuasive!

Earth fact In 2003, Coles Bay in Tasmania became the first town in Australia to declare itself completely plastic-bag free.

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