Earth and Space en

User Guide
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User Guide
This will open up a clickable Navigation column on the left hand side of the
document.
You can select the various elements of

each Activity and move through the
document with greater ease.
User Guide
Activity 1.1 The pale blue dot
Notebook: Google Earth
Exploring your town
Open Google Earth and type the address of your school in the search box and
click ‘Search’. When you have arrived at your school use the zoom buttons and
the mouse to zoom in and out and explore your school.
1. What do you notice about your school from above that you don’t notice
from the ground?
Zoom out again and explore your local area. Find your house!
Exploring Australia
Type the following places into the Google Earth search box to explore Australia.
Once you arrive at the locations use the zoom and other features of Google
Earth to explore them further.
• Mt Kosciuszko, the highest point above sea level in Australia.

• The Great Barrier Reef, the world’s largest coral reef.
• Uluru, a World Heritage Listed area
• Kalgoorlie Super Pit – the largest gold mine in Australia
• Mawson Station, Antarctica – Australia’s first and longest continuously
operating research station in Antarctica.
2. What do you notice about these places from above that you might not
notice from the ground?
User Guide
Exploring the world
Type the following places into the Google Earth search box in order to explore
the world. Once you arrive at the locations use the zoom and other features of
Google Earth to explore them further.
• Mt Everest, the highest point above sea level on Earth.
• Mauna Kea, the tallest volcano on Earth.
• Challenger Deep, the deepest part of the ocean.
• Burj Khalifa, Dubai – the world’s tallest building.
3. What do you notice about these places from above that you might not
notice from the ground?
User Guide
Activity 1.2 What is a resource?
Notebook: Food, material and energy resources
1. How does food get from the farm to your plate? What resources are used in
this process?
2. Look at what you are wearing today. What material resources make up your
clothes?
3. Why do you think fossil fuels (such as coal) are currently the main source
of electricity in Australia?
4. Why do you think technologies such as wind and solar produce only a small
amount of Australia’s electricity?
User Guide
5. In your community what type of energy do you think would be the:
a. easiest to harness?
b. cheapest?
c. most environmentally friendly?
User Guide
Activity 1.3 Renewable versus non-renewable resources
Notebook: Is the resource renewable?
A renewable resource is an infinite source or can be grown and produced within
a human life span.
A non-renewable resource comes from a finite source and cannot be replaced or
grown within a human life span.
1. After exploring the internet links complete this table.
Resource Time to form Tick which type
Renewable Non-renewable
Iron Millions of years Yes
Cotton 5-14 days yes
Pine timber 35 years yes
Coal 300 millions years yes
2. Using the definitions above complete this table. You might need to do some
internet research on these resources.
Resource Tick which type
Renewable Non-renewable
Sugar cane to make sugar Yes
Crude oil to make petrol for our cars. yes
Dairy cattle for milk production Yes
Sunlight for solar panels to make Yes

photovoltaic electricity
Helium for party balloons, arc welding and No

scientific applications
Lithium for lithium or alkaline batteries No
Wind energy for wind turbines to make no

electricity
Fresh drinking water Yes
Uranium for nuclear electricity Yes
User Guide
Activity 1.4 How much do you use?
Notebook: Ecological footprint
Your ecological footprint includes area for:

• crops to grow your vegetables, cereals and fibres
• pasture to grow your animal products
• forest to grow your timber and paper products
• sea and estuary to grow your seafood and absorb pollutants
• bushland to absorb your carbon dioxide and other pollutants
• land covered by your roads, buildings and dams.
An ecological footprint is measured in hectares. One hectare is about the size
of a rugby field.
1. Considering the above information, how many hectares do you think
would be needed to provide all your resources?
My estimated ecological footprint is _________ hectares.
User Guide
2. Use the ecological footprint calculator to calculate your footprint.
My calculated footprint in hectares = _________
The number of planet Earths needed if everyone lived like me = _________
3. How does the size of your footprint compare to the average Australian’s of
6.25 hectares (2010 data)?
4. How does the size of your footprint compare to the world average of 2.6
hectares (2010 data)?
5. How might you account for some of these differences?
6. How could you reduce your footprint?
User Guide
7. Re-calculate your footprint based on your suggestions. What is the
difference?
User Guide
Activity 1.5 Resource use snapshot
School bag contents
Step 1 - List EVERYTHING in your school bag. Use the headings in the table
below as a guide.
Object Place of Materials it is Age How often Can it be

manufacture constructed would you recycled?
(if known) from get a new
one?
Discussion:
1. In the product-life diagram in the Student Guide, consider the stages of an
item that is used only once. With a partner discuss the product lives of the
items in each of your lists.
2. How could you use these resources more sustainably?
User Guide
Activity 1.6 What do you think?
Living sustainably
Discussion:
You have now investigated several everyday resources. Consider what they are
made of, where they come from, and how they get to you.
1. Do you think how you use resources is sustainable? Why/why not?
2. How could you use resources more efficiently? What are some examples?
3. Do you still have questions about the sustainable use of resources?
Another Year 7 student says that it is too difficult to live sustainably.

4. Do you agree or disagree?
• I think …
• My reasons are…
• I would convince somebody who does not believe me by…
• The evidence I would use to convince them is ...
User Guide
In pairs:
• Share your ideas and respond to your partner’s.
• Refine your argument about using resources more sustainably.
User Guide
Lesson Outcomes Checklist Part 1
NAME:
Please indicate if you

achieved each learning
outcome:
LESSON OUTCOMES
ACTIVITY  = Yes
At the end of these activities I can:
? = Partly
X = No
1.1 The pale blue dot  explore locations on Earth using Google Earth
and interpret aerial views
1.2 What is a  identify that everything I use in my daily life

resource? can be considered a resource
 identify some of Australia’s major food

resources, material resources and energy
resources
1.3 Renewable  identify the difference between a renewable

versus non- and non-renewable resource and provide
renewable resources examples of each
1.4 How much do  describe what an ecological footprint

you use? represents
 appreciate the space required to produce the

resources I use
 list ways to reduce my ecological footprint
1.5 Resource use  appreciate the resources used during the

snapshot school day and where they come from
1.6 What do you  present a claim, argue my position and

think? explain how the evidence supports and
justifies it
Part 1 Lesson Outcomes Checklist

Activity 2.1 Renewable energies
Notebook: Wind and solar power
1. How does the weather affect:
a. wind turbine electricity production?
b. solar panel (photovoltaic) electricity production?
2. How could renewable energies help combat climate change?
3. What renewable energy plants are near you?

Activity 2.2 How efficient are different light globes?
Comparing the efficiencies of light bulbs
Discussion:
1. Which light globe resulted in the highest temperature change?
2. Which light globe resulted in the lowest temperature change?
3. How do you think that the temperature change can be related to the
efficiency of the light globe?
4. Your parents need to buy some new light globes. Which type would you
suggest they buy? Why?

Activity 2.3 Alternative fuels
Notebook: Alternative fuel cars
Describe the advantages and disadvantages of the alternative fuel cars.
Alternative fuel cars Advantages Disadvantages
Electric car
Hydrogen car
Biodiesel/Ethanol car
Plug–in hybrid electric/petrol
Plug-in hybrid
electric/petrol/biofuel/hydrogen

Activity 2.5 Recycling paper
Recycled paper
Discussion:
1. Fold and tear your finished paper. How strong was it?
2. Write on your paper with pencil, biro and marker pen. How did it perform?
3. What improvements could you make to your paper?

Activity 2.6 Recycling
To recycle or not to recycle?
Step 2 - Do you agree or disagree with the statement; “We shouldn’t bother
about recycling because what goes into the recycling bin just goes to landfill
anyway”?
Start to develop your argument.
I think …
My reasons are …
I would convince somebody who does not believe me by…
The evidence I would use to convince them is …
Step 3 - In pairs share your arguments and respond to your partner’s claims.
Reflect on your argument and how you might make it more effective.
Step 4 - Present your argument in prose, a debate, a brochure or a poster.

NAME:

outcome:
LESSON OUTCOMES
ACTIVITY  = Yes
? = Partly
X = No
2.1 Renewable  explain how the weather can affect energy

energies production from wind turbines and solar
panels (photovoltaic cells)
 describe what renewable power stations are
located nearby
2.2 How efficient are  identify that different types of light globes are
different light more efficient than others
globes?
 gather and interpret data on light bulb heat
outputs
2.3 Alternative fuels  identify alternative fuel sources for vehicles
 discuss advantages and disadvantages of

alternative fuel technologies
2.4 Producing  describe the production of bioethanol and

bioethanol some of its properties
2.5 Recycling paper  identify the benefits of recycling paper
 make recycled paper
2.6 Recycling  identify items that can be recycled in my local

area
 prepare an argument about whether or not

we should recycle

Activity 3.1 How can we live more sustainably?
Notebook: Living sustainably
Sustainable buildings
1. What are the key features of an energy-efficient house? Why are they
important?
2. How could you make your home more energy efficient?
Sustainable businesses
3. How are businesses using less resources?
4. How could your school use less?

Sustainable living by Indigenous Australians
5. What are some strategies Indigenous Australians used when living on land
to care for their resources sustainably?

Activity 3.2 Tragedy of the commons
Notebook: Shared resources
1. We live in a country with many shared resources; national parks, beaches,
rivers, the air we breathe.
a. Describe examples of how people can degrade shared resources.
b. What prevents people from degrading shared resources?
2. Go Fish Game Results

Round Fish caught Fish biomass
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Total

Round Fish caught Fish biomass
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Total
3. In the fishing game:-

a. How did you maintain the fish population but still maximise your
income?
b. How could governments use this approach to control natural fish

population?

Activity 3.3 Should we be using our resources more sustainably?
Should we be using our resources more sustainably?
In this assessment activity you will work individually to develop an argument
about whether we should be using our resources more sustainably. This will give
you an opportunity to demonstrate your understanding of the unit, including the
difference between renewable and non-renewable resources, how you use
resources and more sustainable alternatives. You may choose to investigate a
particular group of resources such as energy, materials and food.
These sentence beginnings will help you develop your argument and remind you
to use evidence to support and justify your ideas.
There is a lot of discussion about whether….
The people who agree with this idea claim that….
A further point they make is….
However there are also strong arguments against this view. Some people
believe that...
Furthermore they claim that….
After looking at different points of view and the evidence I think that….
A recent scientific study showed that….

NAME:

outcome:
LESSON OUTCOMES
ACTIVITY  = Yes
? = Partly
X = No
3.1 How can we live  identify examples of building materials that can be
more sustainably? recycled
 identify examples of energy-efficient housing

design
 identify ways businesses can be more sustainable
 identify practices used by Indigenous Australians

to ensure resources were used sustainably.
3.2 Tragedy of the  describe the story behind the ‘tragedy of the
commons commons’ and relate it to human use of shared
resources
 identify how sustainable fishing practices maintain

natural fish stocks
3.3 Should we be  prepare a clear and concise argument about

using our resources whether or not we should be using our resources
more sustainably? more sustainably
 refer to and describe scientific evidence to justify

claims

Activity 4.1 Rocket science
Notebook: Rockets
1. In space there is a vacuum (i.e. nothing). What pushes the rocket forward
in space?
2. At lift-off what pushes the rocket upwards?

Activity 4.2 Stargazing
Stargazing homework
1. Did your star’s position change over the time that you recorded it?
2. What do you think you would have recorded if you had been able to record
the position of the star for 24 hours?
3. Predict where your star would be at 3am.
Notebook: Star trails

1. Where on Earth would you obtain the following time-lapse photos of star
movements?

2. How are the patterns of the stars and the latitude of the observer linked?

Activity 4.6 Taking a closer look
Notebook: Telescopes
1. Who was the first person to seriously study the night sky with a telescope?
2. What was the intended purpose for the first telescopes?
3. What do you think was the most important step in the development of the
telescope?

Activity 4.7 Our solar system
Notebook: Solar system
1. What is the order of the eight planets, beginning near the sun? Write down
interesting facts about each planet in the table.
Planet Interesting facts
2. Jot down interesting facts about the sun, the dwarf planet Ceres and
comets in the table.
Object Interesting facts
Sun
Ceres
Comets
Find out more – Our changing view of the Universe

1. Why did people in ancient times believe that everything revolved around
the Earth?
2. What evidence supported the idea that the sun was the centre of our solar
system?

Activity 4.8 Living in space
Notebook: International Space Station
How do astronauts on the International Space Station do everyday things?
Watch each video and describe each of the following:-
Everyday thing Describe how astronauts do this?
Sleeping
Eating
Toilet
Showering
Washing hair
Nail clipping
Changes to your
body after a year in
space.

NAME:

outcome:
LESSON OUTCOMES
ACTIVITY  = Yes
? = Partly
X = No
4.1 Rocket science  design and build a rocket
 identify features of my rocket that can be modified

to increase flight height or distance
4.2 Stargazing  identify that the movement of the Earth and where
I am on Earth explains the apparent movement of
the stars during the night
4.3 Constellations  define the term constellation
 identify some common constellations observed in

the southern night
 describe some indigenous folklore associated with

some constellations
4.4 How can we use  use the Southern Cross and the Pointers to locate
the stars to navigate? south
4.5 Observing the  assemble and use a planisphere to identify major

night sky constellations in the night sky.
4.6 Taking a closer  describe key developments that led to the

look construction of modern telescopes
4.7 Our solar system  identify the eight planets in the solar system
 describe some interesting features of the solar

system
 model the size of the planets and distances

between them using scales
4.8 Living in space  describe the adaptations humans have made to

living in zero gravity conditions

Activity 5.1 Night and day
Notebook: Earth’s rotation
1. The islands of Samoa and Tonga are the first countries to celebrate New
Year’s Eve each year. Why?
2. What is the time difference between Sydney and Perth?
3. In what direction does the Earth rotate?

Activity 5.2 Orbiting the sun
Notebook: Orbits
Look at the table below.
Planet Orbital period Distance from sun Orbital speed (km/h)

(Earth years) (million km)
Mercury 0.24 58 172,332
Venus 0.62 108 126,072
Earth 1.00 150 107,208
Mars 1.88 228 86,677
Jupiter 11.86 778 47,052
Saturn 29.43 1,429 34,884
Uranus 83.76 2,871 24,516
Neptune 163.75 10,280 19,548
1. What trends can you see?
2. How many Earth years does it take Neptune to complete one orbit of the
sun?

3. Micah is a 12 year old student in Year 7. Is it true that Micah has orbited
the sun twelve times?
4. It takes a year for Earth to make one complete orbit of the sun. How old
would you now be if you grew up on other planets which have different
orbital periods? To calculate your age on another planet divide your age
(Earth years) by the orbital period of the planet (in Earth years).
E.g. Micah is 12 years old. How old would Micah be on Venus?
Age (Earth years) = 12 = 19.4 Venus years
Orbital period (Earth years) 0.62
How old would you be on these four planets?
Planet Orbital period (Earth years) Age (planet years)
Mercury 0.24
Earth 1.00
Jupiter 11.86
Neptune 163.75

Activity 5.3 Gravity
If we could turn off gravity
Step 3 - A student slowly raises the knife up to cut the string not far from the
stopper as it passes by. Just before the knife cuts the string you should make a
prediction of where the stopper will go once the string is cut. Note your
prediction.
Step 4 - Make a note of where the stopper went.

Weight and mass
Weight can be calculated by: Weight (N) = mass (kg) x gravity (m/s2)
Gravity on Earth is 9.8 m/s2
A 50 kg person on Earth would weigh: 50 kg x 9.8 m/s2 = 490 N
Gravity varies according to how massive the planet is.
Planet Gravity (m/s2)
Mercury 3.7
Venus 8.9
Earth 9.8
Moon 1.6
Mars 3.7
Jupiter 24.8
Saturn 10.4
Uranus 8.7
Neptune 11.2
Discussion:
1. What is your mass?
2. What is your weight in the following parts of the solar system?

Place Your weight (N)
Earth
Moon
Mars
Jupiter
3. If you travel to different planets, which will change; your weight or your
mass?
How high can you jump on other planets?
Student name 1st jump 2nd jump 3rd jump Average jump
height (m) height (m) height (m) height (m)
Planet Gravity (m/s2) How high you can jump

(m)
Mercury 3.7
Venus 8.9
Earth 9.8
Moon 1.6
Mars 3.7
Jupiter 24.8
Saturn 10.4
Uranus 8.7
Neptune 11.2
To calculate how high you can jump on another planet, multiply your jump height
on Earth by Earth’s gravity and divide by the gravity of the planet.
e.g. Jump on Earth = 0.5 m
Jump on Mercury = 0.5 X 9.8 / 3.7 = 1.32 m

Discussion:
1. Where can you jump the highest?
2. Where do you jump the lowest?

Activity 5.4 What causes the seasons?
Area illuminated
Step 1 - Record your results.
Angle of light (°) Area illuminated (cm2)
90°
45°
Discussion:
1. What is the difference between the area lit by the torch for a 90° and a 45°
angle?
2. If you decreased the angle to 20° what affect do you think it would have on
the number of squares that were lit? Test your prediction.
Heating effect
Angle of light to pie case surface.
90° 30°
Room temperature (°C)
Final temperature (°C)
Temperature increase due to lamp (°C)

Discussion:
1. Compare the change in temperatures between direct light (90°) and
slanting light (30°). Can you explain the difference?
2. This experiment was a simulation or a model of the real situation. What did
the lamp and the pie case represent?

NAME:

outcome:
LESSON OUTCOMES
ACTIVITY  = Yes
? = Partly
X = No
5.1 Night and day  explain how the rotation of the Earth creates
night and day
 describe how the rotation of the Earth affects

time zones
5.2 Orbiting the sun  explain how the distance from the sun affects
the length of a planet’s year
 convert my age in Earth years to years on

other planets
5.3 Gravity  explain the orbit of planets around the sun in

terms of gravity
 explain how gravity affects the weight of

objects
 differentiate between mass and weight
 describe some of the effects a person would

experience due to gravity on different planets.
5.4 What causes the  describe the major factors that influence
seasons? seasons
 describe how the angle at which sunlight hits

the Earth affects temperature.

Activity 6.1 Why does the moon change shape?
Modelling the phases of the moon
The diagram below is what an astronaut would see in outer space if the
spaceship was above the South Pole. The moon takes about 29 days to orbit the
Earth in a clockwise direction. In that time the moon appears to change shape.
Step 7 – Include the photos or drawings to complete the table. Label your
images using the terms shown in the Order of the phases.
Positio Observation (diagram or photo) Moon phase

n
1
2
3
4
5
6
7
8

Discussion:
Explain why the moon appears to change shape as it orbits the Earth.
Recording the phases of the moon

Observe the moon each night for a month and photograph or draw a diagram of
the shape that is illuminated. Find out the name of that phase and record it in
the table too.
Date Moon Name of phase




Discussion:
After your first week of observations, can you predict when the next full moon
will be? Write down your prediction and wait to see if you are correct.

Activity 6.3 What causes the tides?
Notebook: Tides
1. During high tides the Earth has a tidal bulge on the side facing the moon
and on the side facing away from the moon. Explain what causes each of
these tidal bulges.
2. What is a spring tide? Draw the alignment of the Earth, moon and sun
during a spring tide.

3. What is a neap tide? Draw the alignment of the Earth, moon and sun
during a neap tide.
Using a tide chart
Date Sydney Nowra Bermagui

(Fort Dennison) (Shoalhaven River) (Bermagui Bridge)
High Low High Low High Low
1st Jan. 2013 10:27 am 4:04 am 6:24 am 11:12 am 4:49 am

12:37 pm
11:07 pm 5:00 pm 7:20 pm 11:52 pm 5:45 pm
2nd Jan. 2013 11:06 am 4:48 am 1:27 am 7:08 am 5:33 am

11:51 am
11:52 pm 5:39 pm 1:16 pm 7:59 pm 6:24 pm
3rd Jan. 2013 5:37 am 2:12 am 7:57 am 0:32 am 6:23 am

11:49 am
6:20 pm 1:59 pm 8:40 pm 12:34 pm 7:05 pm
1. Propose a reason why we usually see two low tides and two high tides
each day.

2. Look at the data from the 1st of January, 2013.
a. What is the time difference between the second high tide in Sydney
and the high tide in Nowra?
b. Can you propose a reason for this difference?
c. There was only one high tide in Nowra on the 1st of January, 2013.
Why do you think this is the case?
3. Look at the data from Sydney. What is the approximate time difference
between:
a. The two high tides on the 1st of January?

b. The two low tides on the 2nd of January?
c. The morning high tide and morning low tide on the 3rd of January?
4. Look at the data for the 3rd of January and compare it to that on the 2nd of
January. How much later in the day is:
a. The first high tide in Sydney?
b. The first high tide in Nowra?

c. The second high tide in Bermagui?
d. The first low tide in Sydney?
e. The first low tide in Nowra?
f. The first low tide in Bermagui?

5. Assuming the pattern stays the same, predict the time of the first high and
low tides for the 4th of January.
Date Sydney Nowra Bermagui

(Fort Dennison) (Shoalhaven River) (Bermagui Bridge)
High Low High Low High Low
4th Jan. 2013

Activity 6.4 Eclipses
Notebook: Lunar and solar eclipses
1. Complete this table.
Solar eclipse Lunar eclipse
Which celestial body is blocked

out in this eclipse?
What phase is the moon in this

eclipse?
Can you watch this eclipse with

your naked eyes?
How often each year can you see

this eclipse from your location?
In this eclipse, what is the order

of sun (S), earth (E) and moon
(M)?
2. Explain why we don’t have solar and lunar eclipses every month.

NAME:

outcome:
LESSON OUTCOMES
ACTIVITY  = Yes
? = Partly
X = No
Activity 6.1 Why  make observations of the moon

does the moon
change shape?  identify the different phases of the moon
 relate the relative positions of the Earth, moon

and sun to the phase of the moon
 demonstrate my understanding about the

phases of the moon
 recognise that different cultures have their

own folklore relating to the moon and other
phenomena in the night sky
Activity 6.2 What is  recognise that the sun can be used to tell the
the time? time
 construct, position and read a sundial
Activity 6.3 What  describe how the moon and sun influence the
causes the tides? tides on Earth
 use a tide chart to predict the tides
Activity 6.4 Eclipses  describe the relative positions of the Earth,

moon and sun during lunar and solar eclipses
Activity 6.5 Using  create a calendar marking the seasons,

predictable solstices, equinoxes and annual events in my
phenomena to life
create calendars

Activity 7.2 What is your stance on future technologies?
Notebook: Media release
Evaluate the impact on Earth and in space of these new technologies. Refer to
the letter in your Student Guide asking you to write a 100-word media release.

Acknowledgements
Authors
This resource was originally written in 2013 by Rebecca Cashmere and Jef Byrne.
This resource was revised in 2017 by Jef Byrne and Dr Jim Woolnough.
Science by Doing would like to thank Spinks and Suns for the design and development of this resource.
Acknowledgement of assistance
The following people also assisted in the production of this resource:
Students of Radford College, Canberra

Dr Bradley Tucker, ANU Mt Stromlo Observatory
Sonja Kowalczuk, Canberra College, Canberra
Funding Acknowledgement
Science by Doing is supported by the Australian Government.
Project Management Team

Executive Director: Professor Denis Goodrum, FACE
Director of Curriculum Development: Jef Byrne
Web and Digital Co-ordinator: Dr Jen Liu
Education Specialist: Dr Jim Woolnough
Administrative Coordinator: Katie Ryan
Administrative Officer: Kathy Hamilton
Copyright
© Australian Academy of Science 2017

Earth and Space, Student e-Notebook: ISBN 978 0 85847 498 7
Published by the Australian Academy of Science

GPO Box 783
Canberra ACT 2601
Telephone: 02 62019400
www.science.org.au
The details of the relevant licence conditions are available on the Creative Commons website (accessible using
the links provided) as is the full legal code for the Creative Commons Attribution-NonCommercial-ShareAlike 4.0
International (CC BY-NC-SA 4.0) licence (https://creativecommons.org/licenses/by-nc-sa/4.0/legalcode).
Click here for a full version of unit acknowledgements and sources or logon to www.sciencebydoing.edu.au.
Last modified: April 2020

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You can select the various elements of

• Mt Kosciuszko, the highest point above sea level in Australia.

Resource Time to form Tick which type

Iron Millions of years Yes

Cotton 5-14 days yes

Pine timber 35 years yes

Coal 300 millions years yes

Resource Tick which type

Sugar cane to make sugar Yes

Crude oil to make petrol for our cars. yes

Dairy cattle for milk production Yes

Sunlight for solar panels to make Yes

Helium for party balloons, arc welding and No

Lithium for lithium or alkaline batteries No

Wind energy for wind turbines to make no

Fresh drinking water Yes

Uranium for nuclear electricity Yes

Your ecological footprint includes area for:

5. How might you account for some of these differences?

6. How could you reduce your footprint?

Object Place of Materials it is Age How often Can it be

2. How could you use these resources more sustainably?

3. Do you still have questions about the sustainable use of resources?

Another Year 7 student says that it is too difficult to live sustainably.

Please indicate if you

1.2 What is a  identify that everything I use in my daily life

 identify some of Australia’s major food

1.3 Renewable  identify the difference between a renewable

1.4 How much do  describe what an ecological footprint

 appreciate the space required to produce the

 list ways to reduce my ecological footprint

1.5 Resource use  appreciate the resources used during the

1.6 What do you  present a claim, argue my position and

Part 1 Lesson Outcomes Checklist

b. solar panel (photovoltaic) electricity production?

2. How could renewable energies help combat climate change?

3. What renewable energy plants are near you?

Part 1 Lesson Outcomes Checklist

2. Which light globe resulted in the lowest temperature change?

Part 1 Lesson Outcomes Checklist

Alternative fuel cars Advantages Disadvantages

Plug–in hybrid electric/petrol

Part 1 Lesson Outcomes Checklist

3. What improvements could you make to your paper?

Part 1 Lesson Outcomes Checklist

Step 4 - Present your argument in prose, a debate, a brochure or a poster.

Part 1 Lesson Outcomes Checklist

Please indicate if you

2.1 Renewable  explain how the weather can affect energy

2.3 Alternative fuels  identify alternative fuel sources for vehicles

 discuss advantages and disadvantages of

2.4 Producing  describe the production of bioethanol and

2.5 Recycling paper  identify the benefits of recycling paper

 make recycled paper

2.6 Recycling  identify items that can be recycled in my local

 prepare an argument about whether or not

Part 1 Lesson Outcomes Checklist

2. How could you make your home more energy efficient?

4. How could your school use less?

Part 1 Lesson Outcomes Checklist