Earth and Environmental Science
Scope and sequence
For teaching and examination in 2013
2009/27699[v3]
Earth and Environmental Science: Scope and sequence
For teaching and examination in 2013
1
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2
Earth and Environmental Science: Scope and sequence
For teaching and examination in 2013
Earth and Environmental Science—Scope and sequence of content
Physical Earth
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Unit 1A
Our Earth and
environments
describe the gross
structure of the Earth
system and its
reservoirs
recognise simple rock
textures from rock
samples, diagrams or
photographs
use word and
diagrammatic
classification keys to
identify and categorise
materials as igneous,
sedimentary,
metamorphic rocks
explain how different
soil types develop in
different climates and
that materials of the
lithosphere are the
source for all soils
explain the cause of the
seasons
explain that during the
water cycle, water
undergoes constant
changes in location,
phase (state), and
energy
understand that water
quality and availability
are dependent upon the
Earth materials through
which it moves and the
possible influence of
surface activities
interpret data to show
that water use from
agriculture,
manufacturing, mining,
and urbanisation affects
surrounding water
sources
explain how changes in
land use are linked to
negative environmental
changes such as
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Unit 1B
Changing Earth and
environments
describe the rock cycle
and the major
processes that are
involved
identify and explain
structures formed by
tectonic processes
including joints, folds
(synclines and
anticlines), faults
(normal, reverse, strikeslip) on diagrams, maps
and in the field, using
local features such as
Darling Scarp
describe the causes of,
and methods of
detecting, earthquakes
recognise that the
atmosphere interacts
with Earth's crust, water
and life and that
chemical interaction
between these spheres
includes the rock cycle,
water cycle, carbon and
nitrogen cycles.
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Unit 2A
Interactive Earth and
environments
describe the structure
and composition of the
atmosphere, oceans
and Earth’s crust
describe the rock cycle
and the major
processes that are
involved
describe the textural
differences between the
three major rock types
and recognise these in
physical samples,
diagrams and
photographs
discuss the properties
of minerals—colour,
streak, lustre,
transparency, cleavage,
fracture, hardness
(Mohs scale),
magnetism and density
conduct practical
investigations to
measure or determine
the mineral properties—
colour, streak, lustre,
transparency, cleavage,
fracture, hardness
(Mohs scale),
magnetism and density
describe the mode of
formation of common
sedimentary rocks
describe simple
textures in sedimentary
rocks including
grainsize, sorting and
rounding
identify from physical
samples, diagrams and
photographs the
sedimentary rocks
conglomerate, breccia,
sandstone, limestone,
siltstone, shale,
mudstone and chert
Unit 2B
Sustainable Earth and
environments

describe the mode of
formation and identify
using texture and
mineralogy from
physical samples,
diagrams and
photographs the
igneous rocks basalt,
dolerite, gabbro,
andesite, diorite,
rhyolite, pegmatite,
granite, pumice and
obsidian

discuss formation of
intrusive igneous rock
bodies (dykes, sills,
plutons and batholiths)
and their relationship to
the surrounding rocks

plate tectonics
operating over
geological time have
changed the distribution
of land, sea, and
mountains on the
Earth's surface:
 recognise that
features of the
ocean floor
(magnetic patterns,
age, and sea-floor
topography)
provide evidence
of plate tectonics
 explain the main
structures that
form at the three
different kinds of
plate boundaries
 discuss why and
how earthquakes
occur and the
scales used to
measure their
intensity and
magnitude
 describe and apply
the use of P and S
Earth and Environmental Science: Scope and sequence
For teaching and examination in 2013
Unit 3A
Global environments
Use the theory of plate
tectonics and the rock cycle
to:

describe the textural
differences between the
three major rock types
and recognise these in
physical samples,
diagrams and
photographs

classify and identify
igneous rocks based on
texture and mineralogy
including basalt,
dolerite, gabbro,
andesite, diorite,
rhyolite, pegmatite,
granite, pumice, tuff and
obsidian

explain igneous
processes and the
resources (deposits)
that they form and how
both relate to plate
tectonics including
exhalative / intrusive
processes, fractional
crystallisation and
differentiation according
to Bowen’s reaction
series, gravitational
settling, and immiscible
liquid separation

describe regional,
contact and dynamic
metamorphism, and the
textures and rocks that
result from these
processes

explain how
metamorphic textures
are a result of the type
of metamorphism, and
how the textures
change with increasing
metamorphic grade

discuss the mode of
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Unit 3B
Complex Earth and
environments
explain the global
energy budget
explain that the heating
of the Earth's surface
and atmosphere by the
Sun drives convection
within the atmosphere
and oceans, producing
and influencing local
and global winds, ocean
currents and climatic
events including El Niño
and La Niña
using Australian
examples explain the
effects of latitude,
elevation, topography,
and proximity to large
bodies of water and
cold or warm ocean
currents on the current
climate.
3
Unit 1A
Our Earth and
environments
salinity, eutrophication
and soil degradation,
and how these changes
can be measured.
Unit 1B
Changing Earth and
environments
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4
Unit 2A
Interactive Earth and
environments
explain how simple
sedimentary structures
are used as evidence of
past processes and are
related to depositional
environments including
the use of crossbedding, graded
bedding and mud
cracks
explain relative
timescales in an
Australian context using
the stratigraphic
principles of
 original
horizontality
 superposition
 cross-cutting
relationships
 inclusions
explain the concept of
unconformities and the
implications of time
missing in the
stratigraphic record
explain nuclear decay
dating techniques given
the half-life values,
including uranium-238 –
lead-206, uranium-235
– lead-207, potassium40 – argon-40 and
carbon-14, and their
applications
explain the cycling of
water and the flow of
energy through the
Earth-atmosphere
system including
convection, conduction,
energy balance,
evaporation and water
balance
define the concept of an
aquifer
relate the abundance of
underground water
directly to climatic
factors
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Unit 2B
Sustainable Earth and
environments
wave graphs to
locate earthquake
epicentres
 explain the location
and major
characteristics of
shield and
composite/strato
volcanoes and how
these relate to
plate boundaries
and hot spots
 explain how super
continents are
assembled and
break up over
geological time
explain the relationship
between simple
geological structures
and the forces involved
in their formation
including anticlines,
synclines, normal,
reverse and transform
faults
identify intrusive
igneous bodies, faults
and folds from maps,
sections and
photographs
discuss extreme
weather events
including cyclones,
floods, drought;
geohazards
(earthquakes and
landslides) and risk
assessment
discuss geothermal
currents and their
energy implications.
Earth and Environmental Science: Scope and sequence
For teaching and examination in 2013
Unit 3A
Global environments
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formation of
metamorphic rocks and
identify them using
texture and mineralogy
from physical samples,
diagrams and
photographs including
slate, phyllite, schist,
gneiss, marble,
quartzite, hornfels and
amphibolite
suggest possible parent
rocks for the
metamorphic rocks
slate, phyllite, schist,
gneiss, marble,
quartzite, hornfels and
amphibolite
discuss formation of
deep Earth materials
and processes including
mantle hot spots,
lamproite/kimberlite
pipes and black
smokers
explain the formation of
Earth’s deep resources
by hydrothermal
processes.
Unit 3B
Complex Earth and
environments
Unit 1A
Our Earth and
environments
Unit 1B
Changing Earth and
environments
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Living Earth
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define the concept of
the biosphere
define the habitat
requirements of living
things
interpret local
biodiversity with
emphasis on a local
environmental example
and link this to physical
conditions over time
recognise that each
element on Earth
moves among
reservoirs (which exist
in the solid Earth, in
oceans, in the
atmosphere, and within
and among organisms)
as part of
biogeochemical cycles
describe how the
movement of matter
among reservoirs is
driven by Earth's
internal and external
sources of energy
discuss the role of
respiration and
photosynthesis in the
carbon cycle
explain the nutrient
depletion of soils
caused by farming.
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define ecology and an
ecological system
describe the biotic and
abiotic aspects of the
environment using a
case study
using a local example,
recognise that living
things have physical
requirements and that
these impose limiting
factors on communities
and populations over
time
recognise the cycling
of inorganic carbon in
the Earth system,
including reservoirs,
residence times and
pathways, on shortand long-term scales.
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Unit 2A
Interactive Earth and
environments
explain the
environmental
implications of the
unsustainable use of
water.
explain global cycling
of carbon involving the
biosphere, geosphere,
hydrosphere and
atmosphere
recognise energy and
matter flow through the
biotic and abiotic
components of
ecosystems and that
human activities can
disrupt the flow, using
a Western Australian
case study
explain how air and
water quality are
managed, including
pollution issues
explain the formation
and preservation of
fossils
explain how the study
of fossils and their
distribution provides
information on our
understanding of
paleogeography and
the changes that have
taken place during
Earth's history
explain how the
succession of fossil
assemblages in the
stratigraphic column
provides insight into
the changes in life
forms through
geological time
Unit 2B
Sustainable Earth and
environments
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explain that weather (in
the short-term) and
climate (in the longterm) involves the
transfer of energy into
and out of the
atmosphere
discuss the different
atmospheric gases that
absorb the Earth's
thermal radiation and
the mechanism and
significance of the
greenhouse effect
explain the significance
of changes in systems,
their interactions and
the influence of human
activity, especially in
relation to global
climate change
discuss how computer
models can be used to
predict the effects of
the increase in
greenhouse gases on
climate for the planet
as a whole and for
specific regions
discuss a Western
Australian example of
a biotic resources
development including
possible future impacts
due to climate change.
Earth and Environmental Science: Scope and sequence
For teaching and examination in 2013
Unit 3B
Complex Earth and
environments
Unit 3A
Global environments
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explain the impact and
implications of regional
and global loss of
biodiversity through a
case study for each
explain the human
impact on biomass and
what a reduction in
biomass could mean in
terms of global balance
discuss how Earth's
climate has changed
over time,
corresponding to
changes in Earth's
geography,
atmospheric
composition, solar
radiation and plate
movement
discuss global pollution
issues caused by
human activity
including CFCs, acid
rain, waste
accumulation and land
degradation.
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explain how the
atmosphere and its
temperature have
changed over time,
including an
explanation for the
formation of Banded
Iron Formations
discuss ozone
formation and
destruction in the
atmosphere, in both
the troposphere and
stratosphere
discuss the effect of
climate change on
changes (losses and
gains) in biodiversity
over time
describe biodiversity
changes based on past
and current major
events including
asteroid impacts and
current activities
including land clearing
and introduction of
species
discuss major human
impacts on the carbon
and nitrogen
biogeochemical cycles
including deforestation,
burning of fossil fuels
and excess use of
nitrogen-based
fertilisers
5
Unit 1A
Our Earth and
environments
Earth resources
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
describe two resources
that form at Earth’s
surface
explain the physical and
chemical methods used
to extract water from
natural sources
including desalination,
and those used to
extract other Earth
resources
discuss the use of two
surface resources and
the concept of
renewability.
Unit 1B
Changing Earth and
environments
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6
explain the role of key
processes in the rock
cycle, including
weathering and
deposition of sediments,
in the formation of
surface resources such
as minerals and building
materials
explain the methods
used for location and
extraction of surface
resources, particularly
mineral sands and other
building materials
identify the personal
dangers posed by some
geological features and
mining activities, and
undertaking
environmental field
activities e.g. sampling
describe two methods
employed for enhancing
the sustainability of
fuels.
Unit 2A
Interactive Earth and
environments
 describe the importance
of index fossils, and their
role in reconstructing
past environments of
deposition and climatic
conditions
 distinguish between
major and minor biotic
crises including the loss
of dinosaurs vs extinction
of species on a
local/regional scale
 evaluate a variety of
hypotheses proposed for
mass extinctions at the
end of the Permian and
at the end of the
Cretaceous.
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
explain the formation of
fossil fuels
describe the methods of
locating and extracting
fossil fuels including
crude oil, coal and
natural gas
explain the
environmental
implications of the
unsustainable use of
fossil fuels and other
resources for the
present and the future
explain the formation of
bauxite and mineral
sands deposits by
sedimentary processes
describe the
environmental
implications of the
mining of bauxite and
mineral sands in
Western Australia and
strategies for minimising
impacts.
Unit 2B
Sustainable Earth and
environments
Unit 3A
Global environments
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discuss renewable
energy resources
including geothermal hot
rock technology, wave,
tidal, biogas/alcohol,
solar and wind
discuss site
identification and
harnessing of alternate
energy sources in WA
including wind power
sites
discuss the
environmental impact of
renewable and
alternative energy use.
Earth and Environmental Science: Scope and sequence
For teaching and examination in 2013

for a metallic ore deposit
in Western Australia
 discuss its
formation
 discuss exploration
techniques
 describe the mining
and processing of
the ore
 explain
environmental
hazards associated
with mining and
processing
including noise and
dust, chemical
contaminants and
other impacts
 describe methods
of reducing
environmental
impacts of mining
and processing the
deposit.

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
Unit 3B
Complex Earth and
environments
discuss conservation
strategies for the
protection of the
environment for future
generations.
discuss pollution control
methods associated with
the extraction and/or
processing of resources
discuss social and
heritage issues relating
to extractive industries,
such as native title and
heritage, and health
impacts
analyse the ecological
sustainability of a
resource site using a
case study.
Unit 1A
Our Earth and
environments
Earth and
environmental
science in daily life
Unit 1B
Changing Earth and
environments
Earth and environmental
science skills

find locations on a map
 interpret simple
scientific field data.
Earth and environmental
science skills

find locations on a map
 interpret simple
scientific field data.
Working scientifically
skills
The core working
scientifically skills are:
 record observations
verbally and
graphically—in a table
or organised fashion
 use simple scientific
apparatus to make
reliable measurements
and accurately record
data
 identify and state a
problem to be
investigated
 plan an investigation
and carry out planned
procedures
 plot and interpret line
graphs
 identify potential safety
hazards
 identify sources of
experimental error
 differentiate between
observation and
inference
 accurately follow sets of
written or verbal
instruction
 use word and
diagrammatic
classification key to
identify and categorise
materials
 research publications
and select relevant
information
 participate with others in
working towards a
common goal
 communicate effectively
with others in verbal,
Working scientifically
skills
The core working
scientifically skills are:
 record observations
verbally and
graphically—in a table
or organised fashion
 use simple scientific
apparatus to make
reliable measurements
and accurately record
data
 identify and state a
problem to be
investigated
 plan an investigation
and carry out planned
procedures
 plot and interpret line
graphs
 identify potential safety
hazards
 identify sources of
experimental error
 differentiate between
observation and
inference
 accurately follow sets of
written or verbal
instruction
 use word and
diagrammatic
classification keys to
identify and categorise
materials
 research publications
and select relevant
information
 participate with others in
working towards a
common goal
 communicate effectively
with others in verbal,
Unit 2A
Interactive Earth and
environments
Unit 2B
Sustainable Earth and
environments
Earth and environmental
science skills

find locations on a map
 interpret simple
scientific field data
 read and understand
topographical maps
 interpret simple
geological structures
from maps, sections
and photographs.
Earth and environmental
science skills
 find locations on a map
 interpret simple
scientific field data
 read and understand
topographical maps
 interpret simple
geological structures
from maps, sections
and photographs.
Working scientifically
skills
The core working
scientifically skills are:
 record observations
verbally and
graphically—in a table
or organised fashion
 use simple scientific
apparatus to make
reliable measurements
and accurately record
data
 identify and state a
problem to be
investigated
 plan an investigation
and carry out planned
procedures
 plot and interpret line
graphs
 identify potential safety
hazards
 identify sources of
experimental error
 differentiate between
observation and
inference
 accurately follow sets of
written or verbal
instruction
 use word and
diagrammatic
classification keys to
identify and categorise
materials
 research publications
and select relevant
Working scientifically
skills
The core working
scientifically skills are:
 record observations
verbally and
graphically—in a table
or organised fashion
 use simple scientific
apparatus to make
reliable measurements
and accurately record
data
 identify and state a
problem to be
investigated
 plan an investigation
and carry out planned
procedures
 plot and interpret line
graphs
 identify potential safety
hazards
 identify sources of
experimental error
 differentiate between
observation and
inference
 accurately follow sets of
written or verbal
instruction
 use word and
diagrammatic
classification keys to
identify and categorise
materials
 research publications
and select relevant
Earth and Environmental Science: Scope and sequence
For teaching and examination in 2013
Unit 3A
Global environments
Unit 3B
Complex Earth and
environments
Earth and environmental
science skills
 find locations on a map
 interpret simple
scientific field data
 read and understand
topographical maps
 construct cross-sections
from simple geological
maps where dip is
perpendicular to the
cross-section
 construct simple
geological maps from
field data and map a
small area.
Earth and environmental
science skills
 find locations on a map
 interpret simple
scientific field data
 read and understand
topographical maps
 construct cross-sections
from simple geological
maps where dip is
perpendicular to the
cross-section
 construct simple
geological maps from
field data and map a
small area.
Working scientifically
skills
The core working
scientifically skills are:
 record observations
verbally and
graphically—in a table
or organised fashion
 use simple scientific
apparatus to make
reliable measurements
and accurately record
data
 identify and state a
problem to be
investigated
 plan an investigation
and carry out planned
procedures
 plot and interpret line
graphs
 identify potential safety
hazards
 identify sources of
experimental error
 differentiate between
observation and
inference
 accurately follow sets of
written or verbal
instruction
 use word and
diagrammatic
Working scientifically
skills
The core working
scientifically skills are:
 record observations
verbally and
graphically—in a table
or organised fashion
 use simple scientific
apparatus to make
reliable measurements
and accurately record
data
 identify and state a
problem to be
investigated
 plan an investigation
and carry out planned
procedures
 plot and interpret line
graphs
 identify potential safety
hazards
 identify sources of
experimental error
 differentiate between
observation and
inference
 accurately follow sets of
written or verbal
instruction
 use word and
diagrammatic
7
Unit 1A
Our Earth and
environments

written and
diagrammatic forms
use appropriate simple
geological and
environmental
terminology.
Unit 1B
Changing Earth and
environments

written and
diagrammatic forms
use appropriate simple
geological and
environmental
terminology.
Unit 2A
Interactive Earth and
environments



information
participate with others in
working towards a
common goal
communicate effectively
with others in verbal,
written and
diagrammatic forms
use appropriate simple
geological and
environmental
terminology.
The following Stage 2
working scientifically skills
supplement the core skills:
 formulate hypotheses
and make predictions
from them
 make detailed and
logical conclusions from
analysing both first and
second-hand data
 perform simple
mathematical
procedures
e.g.
calculate averages
 apply laws, principles
and relationships to
solve problems
 solve theoretical
problems using
calculations and other
quantitative methods.
8
Unit 2B
Sustainable Earth and
environments



information
participate with others in
working towards a
common goal
communicate effectively
with others in verbal,
written and
diagrammatic forms
use appropriate simple
geological and
environmental
terminology.
The following Stage 2
working scientifically skills
supplement the core skills:
 formulate hypotheses
and make predictions
from them
 make detailed and
logical conclusions from
analysing both first and
second-hand data
 perform simple
mathematical
procedures
e.g.
calculate averages
 apply laws, principles
and relationships to
solve problems
 solve theoretical
problems using
calculations and other
quantitative methods.
Earth and Environmental Science: Scope and sequence
For teaching and examination in 2013
Unit 3A
Global environments




classification keys to
identify and categorise
materials
research publications
and select relevant
information
participate with others in
working towards a
common goal
communicate effectively
with others in verbal,
written and
diagrammatic forms
use appropriate simple
geological and
environmental
terminology.
Unit 3B
Complex Earth and
environments




classification keys to
identify and categorise
materials
research publications
and select relevant
information
participate with others in
working towards a
common goal
communicate effectively
with others in verbal,
written and
diagrammatic forms
use appropriate simple
geological and
environmental
terminology.
The following Stage 2
working scientifically skills
supplement the core skills:
 formulate hypotheses
and make predictions
from them
 make detailed and
logical conclusions from
analysing both first and
second-hand data
 perform simple
mathematical
procedures
e.g.
calculate averages
 apply laws, principles
and relationships to
solve problems
 solve theoretical
problems using
calculations and other
quantitative methods.
The following Stage 2
working scientifically skills
supplement the core skills:
 formulate hypotheses
and make predictions
from them
 make detailed and
logical conclusions from
analysing both first and
second-hand data
 perform simple
mathematical
procedures
e.g.
calculate averages
 apply laws, principles
and relationships to
solve problems
 solve theoretical
problems using
calculations and other
quantitative methods.
There are no additional
Stage 3 working scientifically
skills.
There are no additional
Stage 3 working scientifically
skills.