Your search for "Sudden geological changes and extreme weather events can affect Earth’s surface" returned 4121 result(s)
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ACSSU096

Sudden geological changes and extreme weather events can affect Earth’s surface

Elaborations ScOT Terms

ACSSU096 | Content Descriptions | Year 6 | Science | F-10 curriculum

Science - Years 5 and 6

Year 5 Science Understanding Biological sciences Content descriptions with elaborations: Living things have structural features and adaptations that help them to survive in their environment (ACSSU043) exploring general adaptations for particular …

Science - Years 5 and 6 | Food and fibre dimensions | Dimensions | Curriculum connections | Resources

Science - Years 3 and 4

Year 3 Science Understanding Biological sciences Content description with elaborations: Living things can be grouped on the basis of observable features and can be distinguished from non-living things (ACSSU044) recognising characteristics of living …

Science - Years 3 and 4 | Food and fibre dimensions | Dimensions | Curriculum connections | Resources

ACSES052

The interaction between Earth’s atmosphere and oceans changes over time and can result in anomalous global weather patterns, including El Nino and La Nina

ACSES052 | Content Descriptions | Unit 2 | Earth and Environmental Science | Science | Senior secondary curriculum

Weather– AT

Leading up to the task, students brainstormed a variety of terms used to describe weather conditions in English, then those used in Vietnamese. They discussed the meaning of the word ‘translating’ and the fact that some words cannot be directly translated. In …

Weather– AT | Samples | Work samples | Resources

Unit 1: Introduction to Earth systems Earth and Environmental Science

The Earth system involves four interacting systems: the geosphere, atmosphere, hydrosphere and biosphere. A change in any one ‘sphere’ can impact others at a range of temporal and spatial scales. In this unit, students build on their existing knowledge …

Unit 1 | Earth and Environmental Science | Science | Senior secondary curriculum

ACSSU075

Earth’s surface changes over time as a result of natural processes and human activity

sustainability Elaborations ScOT Terms

ACSSU075 | Content Descriptions | Year 4 | Science | F-10 curriculum

ACHASSK048

The idea that places are parts of Earth’s surface that have been named by people, and how places can be defined at a variety of scales

numeracy critical-creative Elaborations ScOT Terms

ACHASSK048 | Content Descriptions | Year 2 | HASS | Humanities and Social Sciences | F-10 curriculum

How can the progressions be used?

The progressions do not describe what to teach; they provide a detailed map of how students become increasingly adept in particular aspects of literacy and numeracy development. Learning area content and achievement standards continue to be the focus …

How can the progressions be used? | National Literacy and Numeracy Learning Progressions | Resources

Weather report – AT

Students learnt about the language required to describe weather conditions and how to report the weather in Spanish. Students studied the features of weather reports, and students watched and translated weather reports from various Spanish- speaking countries. In …

Weather report – AT | Samples | Work samples | Resources

How can the literacy progression be used?

The National Literacy Learning Progression can be used at a whole school, team or individual teacher level. However, the progression provides maximum student learning benefits when used as part of a whole-school strategy that involves professional learning …

How can the literacy progression be used? | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

How can the numeracy progression be used?

The National Numeracy Learning Progression can be used at a whole school, team or individual teacher level. However, the progression provides maximum student learning benefits when used as part of a whole-school strategy that involves professional learning …

How can the numeracy progression be used? | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

F-6/7 Humanities and Social Sciences - Years 1 and 2

F-6/7 HASS (Geography sub-strand) Year 2 The idea that places are parts of Earth’s surface that have been named by people, and how places can be defined at a variety of scales (ACHASSK048)

F-6/7 Humanities and Social Sciences - Years 1 and 2 | Skills and knowledge | Dimensions | Curriculum connections | Resources

Elaboration (4) ACSSU075

considering the effect of events such as floods and extreme weather on the landscape, both in Australia and in the Asia region

critical-creative literacy asia-australia

Elaboration (4) | ACSSU075 | Content Descriptions | Year 4 | Science | F-10 curriculum

How can the benefits of the progressions be maximised?

Whole school In a school, the benefits of the progressions are maximised where there is a whole-school, systematic approach to literacy and numeracy development that ensures: opportunities for professional dialogue and collaboration to strengthen teacher …

How can the benefits of the progressions be maximised? | National Literacy and Numeracy Learning Progressions | Resources

Elaboration (3) ACSSU075

considering how different human activities cause erosion of the Earth’s surface

literacy critical-creative sustainability

Elaboration (3) | ACSSU075 | Content Descriptions | Year 4 | Science | F-10 curriculum

Interpreting statistical information - Interpret chance events Numeracy Interpreting statistical information Level 1b

recognise that some events might or might not happen

Interpreting statistical information - Interpret chance events | Level 1b | Learning Continuum | Numeracy | General capabilities | F-10 curriculum

Interpreting statistical information - Interpret chance events Numeracy Interpreting statistical information Level 2

identify and describe familiar events that involve chance

Interpreting statistical information - Interpret chance events | Level 2 | Learning Continuum | Numeracy | General capabilities | F-10 curriculum

Interpreting statistical information - Interpret chance events Numeracy Interpreting statistical information Level 4

describe chance events and compare observed outcomes with predictions using numerical representations such as a 75% chance of rain or 50/50 chance of snow

Interpreting statistical information - Interpret chance events | Level 4 | Learning Continuum | Numeracy | General capabilities | F-10 curriculum

Interpreting statistical information - Interpret chance events Numeracy Interpreting statistical information Level 5

describe and explain why the actual results of chance events are not always the same as expected results

Interpreting statistical information - Interpret chance events | Level 5 | Learning Continuum | Numeracy | General capabilities | F-10 curriculum

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