Stage 3 Science and Technology: Environment Matters
Effects of human activities on the environment
Stage 3 Foundation Statement
Students independently develop questions for scientific investigation, conduct scientific investigations
based on fair testing and collect, record and analyse the resulting data. They identify trends in data,
evaluate findings and prepare possible explanations. Students use, select and evaluate equipment,
computer-based technology and other resources to meet the requirements and constraints of
investigations.
Students independently plan, implement and manage the design process and evaluate the results using
design criteria. They consider the implications of design and production in relation to environmental,
aesthetic, cultural, ethical safety and functional factors. Students select, safely use and evaluate
equipment, computer-cased technology and other resources to meet the requirements ad constraints of
design tasks.
Students identify, describe and evaluate interdependent relationships between living things and the
environment within ecosystems. They identify and describe various sources, forms, uses, transfers and
changes in forms of energy. Students explore how natural forces and human interaction cause changes to
the Earth over time. They recognise that the Earth is the source of most materials, and resources must
be managed for sustainability.
Students recognise that built environments are systems created to meet the needs and requirements of
people and communities. They identify techniques used to engage audiences and convey meaning when
creating information products. Students explain how production processes have changed over time and
model systems used to manufacture products and provide services.
Links to other KLA’s
English
Discussing the purpose and audience for oral reports. Role-playing a range of oral languages techniques.
Mathematics
Developing and practising a range of measurement skills.
Human Society and its Environment
Researching the environment of particular cultural groups.
Personal Development, Health and Physical Education
Exploring growth and development – human reproduction cycle.
Creative and Practical Arts
Drawing animals and plants from direct observation at various stages of development. Developing a sequence of
annotated drawings.
Outcomes – Learning Processes
Investigating
INV S3.7
Conducts their own
investigations and makes
judgments based on the results
of observing, questioning,
planning, predicting, testing,
collecting, recording and
analysing data, and drawing
conclusions.
Designing and Making
Using Technology
DM S3.8
Develops and resolves a design
task by planning, implementing,
managing and evaluating design
processes.
UT S3.9
Evaluates, selects and uses a
range of equipment, computerbased technology, materials and
other resources to meet the
requirements and constraints of
investigating and designing
tasks.
Outcome
LT S3.3: Identifies, describes and evaluates the interactions between living things and their
effects on the environment.
Indicators
• Predicts outcomes of seed growth tests, undertakes tests, documents findings and shares conclusions.
• Undertakes a detailed observation of an insect colony, develops questions and plans nondestructive
tests to collect more data.
• Plans and manages the construction of a bush food/vegetable garden, identifying and resolving the need
for funds and expert advice.
• Develops a detailed plan to conserve or improve a local nature reserve/park using a simple scale, symbols
and annotations.
• Uses a water testing device to check the water pollution level in a local waterway and discusses findings,
eg with an expert.
• Selects the most appropriate medium to record and investigate local plants used by an Aboriginal
community.
• Prepares arguments about the potential effects of a new technology on living things after viewing a
newsclip, eg the bionic ear.


Resources
pamphlets,
Recycling
posters,
information.
Books from Library based on Unit.
Summative Evaluation
Assessment
Learning Experiences
Week/ s
Week 1
Learning Experiences
Unit Introduction.




Weeks 2–3
Design and make a product to satisfy an identified need,
taking into account environmental costs.




Weeks 4-5
What do we already know about the effects of human activities on
the environment? Brainstorm using mind map, etc.
Share a story, visual text, sites on the internet based on the Unit to
build up background knowledge. Encourage children to share what
they already know about the unit with others.
What are our Outcomes? What do we hope to learn by the
conclusion of the Unit?
Title Page.
Whole Class : Evaluate how selected products satisfy human needs.
Outline the environmental impact of the item’s production. Include
packaging, production methods, the product’s use and eventual
disposal.
Children form into groups and select product. Design modifications
to minimise the effects on the environment, eg an environmentally
sound product may be poorly packaged, a simple object may be made
of rare rainforest timbers.
Describe the design problem, including environmental requirements.
Generate ideas using drawings, words or both. Outline solutions or
make a model of the product. Include disposal procedures. Research
large-scale production methods. Analyse the design solution,
identifying its strengths and weaknesses. How is the item received
by others? Get an expert opinion. Present your proposal/ suggestion
to the original producers.
Report back to class.
Investigate the effect of human activity on environments
both in Australia and the rest of the world.



Share Information texts, visual texts, etc and identify
characteristics of natural environments, include plants and animals
in particular areas. Visit national parks, watch videos, etc.
List human activities that interact with/ impact on natural
environments, eg land for farming; hunting/ fishing; mining; urban
development; use of resources; quality of air/water; use of
pesticides, cars/planes.
Suggest effects of identified activities, eg farming leads to
reduced natural habitats/animal food sources. Directly observe and
critically appraise effects of human activity, eg soil salination,
air/water pollution, species endangerment. Use reference materials.
Research causes of problems, identifying as many reasons as
possible, eg species endangered through habitat destruction,
introduced species, hunting.
Date

Week 6
Weeks 7-8
Revision and Catch Up
Design and implement/maintain a system to recycle
materials within the school.






Week 9
Present pros and cons of human activity. Explore conservation in
traditional Aboriginal societies. Make predictions for the future, eg
forest felling causing species extinction, green house effect.
Examine current waste disposal in the school. (If a recycling system
already exists, evaluate its function.) Trace where waste products
go. Measure the amount of rubbish thrown away in a day, a week.
Evaluate the effects of this on the school and wider community.
Identify materials that can be recycled, eg food scraps, paper,
plastic containers, glass, and aluminum cans.
Separate materials that can be usefully reused within the school, eg
yoghurt pots. Organise recyclable materials into those to be
recycled at school, eg food scraps made into compost and materials
that can be sent to a recycling service, eg paper, glass.
Define the purposes of recycling system, eg to gather suitable food
scraps and organise compost area. Generate ideas and illustrate the
steps of the system.
Consider location of rubbish collection points, ways of encouraging
their use, systems for separating different materials, storage, and
collection by outside agencies etc. Include an ongoing management
plan that may allow for shared responsibility.
Trial the plan over a period of time and evaluate its effectiveness.
Make changes as required. Compare amounts of ‘rubbish’ thrown
away before and after implementation of the plan.
Investigate the ways people, worldwide, are addressing the
problems of environmental damage.





Review the range of effects human activities have on natural
environments. Evaluate the necessity of human activities, eg farming
is harmful to indigenous plants/animals, but necessary to provide
food.
Use arguments to justify judgments. Classify consequences as
preventable or able to be addressed. Propose ways of preventing
problems. Research current means of addressing problems using
pamphlets, organisations, and references. Areas of enquiry may
include:
Identify and contact concerned organisations, eg ACF, State
Pollution Control Commission. Discover aims, activities, etc. Contact
government agencies and explore legislation or statutory
requirements/controls Make judgments about their effectiveness.
Suggest ways of reducing use of resources and waste. Research
recycling systems. Identify actions being taken in the local
community, state, and other countries.
Explore the roles and functions of zoos and botanical gardens in
protecting animals and plants under threat. Evaluate
methods/solutions suggested. Consider their complexity, expense,
and applications to other situations. Propose ways that individuals

can have some effect. Assess how current activities are changing
society’s attitudes and actions.
Reflect on whether ‘technology’ is a destructive force or is it part
of the solution to environmental survival?
Investigate the use of renewable and non-renewable
resources.






Research the availability of this service, such as how frequently
garbage is collected, are recycled paper/plastic/ bottles collected
etc. Make a list of everything your family has thrown out in one day
(or go through your trash can in the house — this may have taken a
couple of days to accumulate). Make a second list which shows how
many of these items have only been used once.
Have students brainstorm/design items which do not use up our
fossil fuels and other non-renewable resources. Research how some
of the thrown-away material is manufactured (eg plastic detergent
containers, poppers, aluminium cans).
Do a flow chart showing how it goes from manufacturer to the
store. Don’t forget to include raw materials, energy use, paper
cartons and plastics for wrapping, fuel used in transporting the raw
materials and finished products to market. Find out what processes
create pollution of one kind or another. What type of pollution does
the power create? What type of pollution or toxic waste is created
in the manufacturing of the plastic and the paper from pulp
(investigate atmospheric, ground water, and surface water).
What impact does logging/mining have on loss of top soil, animals
losing their habitat, extinction of species, or the quality of life of
future generations?
Investigate what health effects are caused by these toxic
chemicals entering the environment.
Research some of the ways in which local councils or the State
Pollution Control Commission, Water Board and Department of the
Environment remove the toxic waste.
Revision
Week 10


Reflect on the mind map, etc from Week 1. Now, in another colour,
add what else the class has learnt on this topic.
Evaluate unit and allow time for children to reflect over their work
and to summarise in their own words what their greatest learnings
were throughout this unit.