Science – Stage 4 and 5
Integrating sustainability education in your subject
The NSW Department of Education and Communities (DEC) is committed to sustainability education
through the: Environmental Education Policy for Schools and the Sustainability and Environment
integration (Learning across the Curriuclum) in revised NSW syllabus.
Together these aim to outline the understandings, skills and values that develop the capacity to live
more sustainably. Schools should provide sustainability education programs and experiences that:
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are interdisciplinary and systematically programmed, taught and evaluated as part of the
curriculum K-12
progressively build knowledge and skills through the stages of schooling that allow students to
use the school site and other built and natural environments to investigate, plan and take
action for biodiversity and the natural environment
allow students to consider a range of viewpoints and to make judgements based on evidence,
their personal values and social justice
provide students with opportunities to learn about, and from, Aboriginal peoples’ relationship
with country, land use, heritage and culture, preferably through engagement with members of
their local Aboriginal community
allow students to explore their relationship with their community and the environment and to
explore, design and where possible implement responses to sustainability solutions
promote collaboration and partnerships within the community.
Further information and guidance on how education for sustainability may be structured to support a
progression of learning from Kindergarten to Year 10 can be found in the Sustainability Curriculum
Framework published by the Department of the Environment, Water, Heritage and the Arts. This
document sets out three dimensions to learning for sustainability: Sustainability Action Process,
Knowledge of Ecological and Human Systems and Repertoires of Practice.
The three above three dimensions can be applied in all curriculum areas. The following pages
provide lnks to learning resources that support student development in each of these three
dimensions.
Sustainability Education policy for schools - Support document – Science - Stage 4 and 5
Science Stage 4 and 5
NSW DET Sustainability Education Policy
Sustainability Curriculum Framework
Sustainability Action Process
Knowledge of Ecological and Human
Systems
Repertoires of Practice
 allow students to experience, value and take action to protect biodiversity and the
natural environment
 allow students to use the school site, other built environments and their local area
to investigate, plan and take action to improve sustainability
 promote collaboration and partnerships within the community
 are systematically programmed, taught and evaluated as part of the curriculum K12
 are interdisciplinary; applying, connecting and progressively building knowledge
and skills from across learning areas and through the stages of schooling
 provide students with opportunities to learn about, and from, Aboriginal peoples’
relationship with country, land use, heritage and culture, preferably through
engagement with members of their local Aboriginal community
 allow students to consider a range of viewpoints and to make judgements based on
evidence, their personal values and social justice
 allow students to explore their relationship with the environment and to explore,
design and where possible implement responses to sustainability challenges for
both natural and built environments
 include different spatial scales (local to global, home to community).
Stage 4/5 unit of work
Cloning extinct animals
Investigate the principles and ethical questions relating to the cloning the now-extinct Tasmanian tiger.
© State of New South Wales, Department of Education and Communities, 2011
NSW Curriculum and Learning Innovation Centre
2/11
Sustainability Education policy for schools - Support document – Science - Stage 4 and 5
Science
Sustainability Action
Process
1. Making the case for change
Outcomes Skills
Learning for Sustainability
4/5.18
4/5.19
4/5.22
Describe a problem and
develop an hypothesis or
question that can be tested or
researched.
Identify what type of
information or data need to be
collected
Eco’tude
Catapult – Environment
Showing Evidence Tool
Making Decisions
Visual Ranking
Presenting information
Thinking critically
Working individually and in teams
Talk it Out
2. Defining the scope
4/5.13. 1
4/5.16
4/5.20
4/5.21
4/5.22
Identifying data sources
Gathering information from secondary sources
Problem-solving
The use of creativity and imagination
Working individually and in teams
3. Developing the proposal
4/5.13.2
4/5.13.3
4/5.18
4/5.20
4/5.21
4/5.22
Planning first-hand investigations
Choosing equipment or resources
Presenting information
Problem-solving
The use of creativity and imagination
Working individually and in teams
© State of New South Wales, Department of Education and Communities, 2011
NSW Curriculum and Learning Innovation Centre
Propose possible sources of
data and/or information
relevant to the investigation
Seeing Reason Tool
Using Google Sketch-Up
Digital Story Telling
Agreement by Consensus
Visual Ranking
Justify why particular types of
data or information are to be
collected
Persuasive Writing
Writing a Discussion
Mind Mapping
Writing a Project Brief
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Sustainability Education policy for schools - Support document – Science - Stage 4 and 5
4. Implementing the proposal
4/5.14
4/5.15
4/5.22
5. Evaluating and reflecting
Performing first-hand investigations
Gathering first-hand information
Working individually and in teams
4/5.17
4/5.18
4/5.19
4/5.20
4/5.21
4/5.22
Knowledge of Ecological and Outcomes
Human Systems
Living things
4.8
5.8
Processing information
Presenting information
Thinking critically
Problem-solving
The use of creativity and imagination
Working individually and in teams
Knowledge and Understanding
Major forms of life
5.8
A student relates the structure and function of
living things to models, theories and laws.
Biochemistry
5.8
A student relates the structure and function of
living things to models, theories and laws.
Ecosystem and ecosystem
relationships
4.10
A student identifies factors affecting survival of
organisms in an ecosystem.
A student assesses human impacts on the
interaction of biotic and abiotic features of the
5.10
A student describes features of living things
A student relates the structure and function of
living things to models, theories and laws.
© State of New South Wales, Department of Education and Communities, 2011
NSW Curriculum and Learning Innovation Centre
Seeing Reason Tool
Decision Making Techniques
Tuning Protocols
Communication Checklist
Effective Communication
Making a Difference
Database Skills in Years 7-10
Data Logging
Integrating Databases 7-10
Learning for Sustainability
Why Preserve Biodiversity?
Biodiversity 2010
PlantNet
Living Things in the Australian
Scene – Lesson Plan
Animals
Australian Fauna
Australian Flora
Animated Periodic Table
Ripe Fruits, Starch to Sugar
Food Science & Technology
Ecosystems, Biomes, and
Habitats
Ocean Explorer
Antarctica
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Sustainability Education policy for schools - Support document – Science - Stage 4 and 5
environment.
Evolution of life and the
biosphere
5.8
A student relates the structure and function of
living things to models, theories and laws.
Biosphere processes
4.9
A student describes the dynamic structure of Earth
and its relationship to other parts of our solar
system and the universe.
A student relates the development of the universe
and the dynamic structure of Earth to models,
theories and laws and the influence of time
A student identifies factors affecting survival of
organisms in an ecosystem
A student assesses human impacts on the
interaction of biotic and abiotic features of the
environment.
A student analyses the impact of human resource
use on the biosphere to evaluate methods of
conserving, protecting and maintaining Earth’s
resources.
A student uses examples to illustrate how models,
theories and laws contribute to an understanding
of phenomena.
A student describes the processes that are applied
to test and validate models, theories and laws.
5.9
4.10
5.10
5.11
Methods of mapping,
4.2
monitoring and assessing living
systems
5.2
Forces and energy
4.6
A student identifies and describes energy changes
and the action of forces in common situations.
© State of New South Wales, Department of Education and Communities, 2011
NSW Curriculum and Learning Innovation Centre
Great Barrier Reef
Abiotic Environmental Features
Australian Ecosystems
Backyard Biodiversity Lesson
Plan
Charles Darwin
Talking Evolution
Botanic Gardens Trust
Resources
Rivers
Rocks and Mountains
The Rock Cycle
Devil’s Lair
Greenhouse Gases-using
spreadsheets
The Carbon Cycle
Spreadsheets for Science
Virtual Laboratory
Virtual Lab Simulation
National Geophysical Data
Centre
Greenhouse Gases-using
spreadsheets
Links to energy
Alternative energy
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Sustainability Education policy for schools - Support document – Science - Stage 4 and 5
5.6
4.11
4.12
5.11
Structure of the Earth
4.9
5.9
Solar system
4.9
5.9
Climate
4.9
5.9
4.10
5.10
A student applies models, theories and laws to
situations involving energy, force and motion.
A student identifies where resources are found,
and describes ways in which they are used by
humans
A student identifies, using examples, common
simple devices and explains why they are used.
A student analyses the impact of human resource
use on the biosphere to evaluate methods of
conserving, protecting and maintaining Earth’s
resources.
A student describes the dynamic structure of Earth
and its relationship to other parts of our solar
system and the universe.
A student relates the development of the universe
and the dynamic structure of Earth to models,
theories and laws and the influence of time
A student describes the dynamic structure of Earth
and its relationship to other parts of our solar
system and the universe.
A student relates the development of the universe
and the dynamic structure of Earth to models,
theories and laws and the influence of time
A student describes the dynamic structure of Earth
and its relationship to other parts of our solar
system and the universe.
A student relates the development of the universe
and the dynamic structure of Earth to models,
theories and laws and the influence of time
A student identifies factors affecting survival of
organisms in an ecosystem
A student assesses human impacts on the
© State of New South Wales, Department of Education and Communities, 2011
NSW Curriculum and Learning Innovation Centre
Energy Kids
Switched On
Nuclear Energy
Electrical Circuits
Renewable Energy
Electricity
Earthquakes
Volcanoes
Earth & Environmental Science
Dynamic Earth
Rocks, Minerals & Mining
Under Universal Skies
NASA Teaching Materials
Astronomy Online
The Nine Planets
SETI Lesson Plan
The Earth and its Atmosphere
– A lesson plan
Think Climate, Think Change
What is Climate Change?
Learn About Meteorology
Weather and Seasons
Climate Science
Greenhouse Gases-using
spreadsheets
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Sustainability Education policy for schools - Support document – Science - Stage 4 and 5
5.11
Social systems and culture
4.4
5.1
5.4
Methods of assessing
ecological sustainability
4.5
5.5
4.10
5.10
5.11
Historical evaluation and
processes of historical change
Civics and citizenship
Ownership and property rights
Economic systems and costs
4.1
5.11
interaction of biotic and abiotic features of the
environment.
A student analyses the impact of human resource
use on the biosphere to evaluate methods of
conserving, protecting and maintaining Earth’s
resources.
A student identifies choices made by people with
regard to scientific developments.
A student explains how social factors influence the
development and acceptance of scientific ideas.
A student discusses scientific evidence supporting
different viewpoints.
A student describes areas of current scientific
research.
A student analyses how current research might
affect people’s lives.
A student identifies factors affecting survival of
organisms in an ecosystem.
A student assesses human impacts on the
interaction of biotic and abiotic features of the
environment.
A student analyses the impact of human resource
use on the biosphere to evaluate methods of
conserving, protecting and maintaining Earth’s
resources.
A student identifies historical examples of how
scientific knowledge has changed people’s
understanding of the world.
A student analyses the impact of human resource
© State of New South Wales, Department of Education and Communities, 2011
NSW Curriculum and Learning Innovation Centre
Aboriginal Cultures
Kakadu
Embedding Indigenous Science
World Without Oil
Predict, Observe, Explain
Aboriginal Health
Kid’s Do Ecology
Women in Science
Aboriginal use of Native Plants
Traditional Technologies
Famous Australian Scientists
Alchemy
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Sustainability Education policy for schools - Support document – Science - Stage 4 and 5
Water technologies
Materials and production
4.7
5.7
4.11
5.11
5.12
Built environment technologies
5.12
Transport
Agriculture and food production
Information and
4.3
communication technologies
5.3
5.12
use on the biosphere to evaluate methods of
conserving, protecting and maintaining Earth’s
resources.
Planet Slayer
Genetic Engineering
How Products are Made
A student describes observed properties of
substances using scientific models and theories.
A student relates properties of elements,
compounds and mixtures to scientific models,
theories and laws.
A student identifies where resources are found,
and describes ways in which they are used by
humans.
A student analyses the impact of human resource
use on the biosphere to evaluate methods of
conserving, protecting and maintaining Earth’s
resources.
A student relates the interactions involved in using
some common technologies to their underlying
scientific principles.
A student relates the interactions involved in using
some common technologies to their underlying
scientific principles.
The Green Guide
Science and Engineering
Safe Handling of Household
Chemicals
The Atom’s Family
A student identifies areas of everyday life that
have been affected by scientific developments.
A student evaluates the impact of applications of
science on society and the environment.
A student relates the interactions involved in using
some common technologies to their underlying
scientific principles.
Science Podcasts
Bioethics
Soil Salinity
Mobile Phone Radiation
Pesticides
Biological Pest Control
© State of New South Wales, Department of Education and Communities, 2011
NSW Curriculum and Learning Innovation Centre
Biotechnology
Nuclear Radiation
Simple Machines
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Sustainability Education policy for schools - Support document – Science - Stage 4 and 5
Repertoires of Practice
World viewing
Outcomes Values and attitudes
4/5.23
Demonstrates confidence and a willingness to
make decisions and to take responsible actions
4/5.24
Respects differing viewpoints on science issues
and is honest, fair and ethical
4/5.25
Recognises the relevance and importance of
lifelong learning and acknowledges the continued
impact of science in many aspects of everyday life
4/5.27
Acknowledges their responsibility to conserve,
protect and maintain the environment for the future
Systems thinking
4/5.26
Futures and design thinking
OTHER RESOURCES
Learning for Sustainability
Students can research a
sustainability issue around
which there may be different
and conflicting points of view.
Through this they should
identify the scientific
information and its
interpretation that people have
available or use when
developing understanding
about sustainability issues and
actions different people support
and implement.
Issues in Science:
Recognises the role of science in providing
information about issues being considered and in
Bioethics
increasing understanding of the world around them Soil Salinity
Mobile Phone Radiation
Pesticides
Biological Pest Control
Year 7 Scope & Sequence
Years 7-10 Skills Map
Year 7 Sample Program. Clear, Clean Water
Year 9 Scope & Sequence
Year 9 Sample Program. Gene Technology
Stage 4 Science Links for Learning
Stage 5 Science Links for Learning
Program Evaluation Instrument
Stage 4 & 5 Mapping Grids
Year 7 & 8 Assessment & Work Samples
Year 9 & 10 Assessment & Work Samples
© State of New South Wales, Department of Education and Communities, 2011
NSW Curriculum and Learning Innovation Centre
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Sustainability Education policy for schools - Support document – Science - Stage 4 and 5
Gathering Information from Secondary Sources
Stage 4 & 5 Sample Units of Work
Stage 4 & 5 Student Portfolios & Work Samples
© State of New South Wales, Department of Education and Communities, 2011
NSW Curriculum and Learning Innovation Centre
10/11
Sustainability Education policy for schools - Support document – Science - Stage 4 and 5
Cloning extinct animals
Step 1: Access this interactive that illustrates the
principles of cloning the now-extinct Tasmanian tiger.
Step 2: Record each of your choices as you work
through the instructions on the activity. This can be
done using a table inserted into a Microsoft Word
document.
You should also include a brief explaination of why
you made those choices.
http://www.biotechnologyonline.gov.au/biotechnologyonline/popups/int_thylacinecloning.html
Step 3: Use a search tool such as Google and conduct an Internet search on the costs of
cloning. Select two (2) newspaper articles published in the last 24 months on the topic of the
cost of cloning.
Hint: Many search tools can filter results to show just news articles. In Google, you can also
sort your results to show the most recent ones first (or last).
Step 4: Use a suitable formating style in a Microsoft Word document to record for each of the
articles you selected:
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The article name, the publication date, and the newspaper in which they were
published.
A brief summary of the contents of the article
The source of the information used in the article
Step 5: Write a Letter to the Editor of one of the newspapers you’ve selected. In 30 to 50
words, state why you agree or disagree with the article that was published. You must
mention information from the other article you selected in Step 3 above.
© State of New South Wales, Department of Education and Communities, 2011
NSW Curriculum and Learning Innovation Centre
11/11