Earths surface changes over time as a result of

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Earth's surface changes over time as a result of natural processes and human activity. (ACSSU075) Students: use appropriate tools and equipment to collect and record data about some changes in natural conditions, eg tides, daily temperature, rainfall and wind investigate how change in the environment is used by Aboriginal and Torres Strait Islander peoples to develop seasonal calendars describe some changes in the landscape that have occurred over time as a result of natural processes, eg erosion by wind and water research changes that have occurred in a local environment in Australia or an Asian region as a result of human activities, eg increasing erosion, construction of built environments and regeneration of an area Earth's rotation on its axis causes regular changes, including night and day. (ACSSU048) Students: demonstrate that the rotation of the Earth on its axis is the cause of night and day, eg by using models of the Earth and sun describe local seasonal changes that occur as a result of the Earth's movement around the sun observe and record changes in the length and direction of a shadow during the day to show how the movement of the Earth around the sun can be used to measure time, eg by using a shadow clock or sundial Page 6 of 11
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Content Mapping Grid – Stage 2 Living World Year 3 Year 4 Unit Unit 1 2 3 4 1 2 3 4 A student: describes that living things have life cycles, can be distinguished from non-living things and grouped, based on their observable features ST2-10LW describes ways that science knowledge helps people understand the effect of their actions on the environment and on the survival of living things ST2-11LW Content Living things can be grouped on the basis of observable features and can be distinguished from non-living things. (ACSSU044) Students: sort objects according to whether they are living or non-living identify some features of living things that distinguish them from non-living things, eg reproducing, growing and responding to stimuli identify and use patterns in the observable features of living things to group them, by using tables, diagrams or flowcharts research ways that Aboriginal and Torres Strait Islander peoples classify some plants or animals Living things have life cycles. (ACSSU072) Students: observe first-hand one animal or plant as it grows and develops, and sequence the stages in its life cycle identify ways that the environment can affect the life cycle of plants and animals Living things, including plants and animals, depend on each other and the environment to survive. (ACSSU073) Students: identify some factors in the local environment that are needed by plants and animals for survival outline the relationship between plants and animals, including that plants are able to use light to make food, while animals must eat plants or other animals to obtain food investigate the role of living things in a habitat, eg plants as producers and microbes (micro-organisms) as decomposers
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  • Fall '14
  • Science, Natural environment,

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