Your search for "Water is an important resource that cycles through the environment" returned 53 result(s)
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F-6/7 Humanities and Social Sciences - Year 3

Civics and citizenship Who makes rules, why rules are important and the consequences of rules not being followed (ACHASSK071)

F-6/7 Humanities and Social Sciences - Year 3 | Knowledge and understanding | Dimensions | Curriculum connections | Resources

Design project: Water - AT

Students investigated water management systems in the school and made suggestions for design improvement, or offered alternative designs to solve perceived problems. They were required to submit a labelled diagram/drawing of their design idea including …

Design project: Water - AT | Samples | Work samples | Resources

Design project: Water - ABOVE

Students investigated water management systems in the school and made suggestions for design improvement, or offered alternative designs to solve perceived problems. They were required to submit a labelled diagram/drawing of their design idea including …

Design project: Water - ABOVE | Samples | Work samples | Resources

Design project: Water - BELOW

Students investigated water management systems in the school and made suggestions for design improvement, or offered alternative designs to solve perceived problems. They were required to submit a labelled diagram/drawing of their design idea including …

Design project: Water - BELOW | Samples | Work samples | Resources

Anzac Day invitation – ABOVE

Students explored the important symbols associated with the commemoration of Anzac Day (25 April). The teacher and teacher-librarian provided students with pictorial sources and real or replica artefacts using a ‘memorial box’ borrowed from the Australian …

Anzac Day invitation – ABOVE | Samples | Work samples | Resources

Anzac Day invitation – AT

Students explored the important symbols associated with the commemoration of Anzac Day (25 April). The teacher and teacher-librarian provided students with pictorial sources and real or replica artefacts using a ‘memorial box’ borrowed from the Australian …

Anzac Day invitation – AT | Samples | Work samples | Resources

Our class rules - Above

Students discussed the role of rules in the classroom and were asked to propose lists of rules for members of the class to follow. The lists were word-processed and posted on the classroom noticeboard. One of these lists is provided as the work sample. Students …

Our class rules - Above | Samples | Work samples | Resources

Our class rules – AT

Students discussed the role of rules in the classroom and were asked to propose lists of rules for members of the class to follow. The lists were word-processed and posted on the classroom noticeboard. One of these lists is provided as the work sample. Students …

Our class rules – AT | Samples | Work samples | Resources

My island – ABOVE

Students explored a range of maps through interactive activities, atlases and games. Students used grid references and compass directions to identify the location of features on a teacher-provided map. Students then created their own island maps and used …

My island – ABOVE | Samples | Work samples | Resources

My island – AT

Students explored a range of maps through interactive activities, atlases and games. Students used grid references and compass directions to identify the location of features on a teacher-provided map. Students then created their own island maps and used …

My island – AT | Samples | Work samples | Resources

My place - above

Students completed a series of activities associated with a teacher-led reading and discussion of ‘My Place’ by Nadia Wheatley and Donna Rawlins. Students completed a Venn diagram to record similarities and differences between known or familiar places. …

My place - above | Samples | Work samples | Resources

My place – AT

Students completed a series of activities associated with a teacher-led reading and discussion of ‘My Place’ by Nadia Wheatley and Donna Rawlins. Students completed a Venn diagram to record similarities and differences between known or familiar places. …

My place – AT | Samples | Work samples | Resources

Investigation: Local birds

By the end of Year 3, students use their understanding of the movement of Earth, materials and the behaviour of heat to suggest explanations for everyday observations They describe features common to living things. They describe how they can use science …

Investigation: Local birds | Samples | 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

F-6/7 Humanities and Social Sciences - Year 3

Researching Content descriptions with elaborations: Locate and collect information and data from different sources, including observations (ACHASSI053) locating sources suited to learning about the past (for example, photographs, interviews, newspapers, …

F-6/7 Humanities and Social Sciences - Year 3 | Values, rights and responsibilities | Dimensions | Curriculum connections | Resources

English - Year 3

Language variation and change Content descriptions with elaborations: Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning (ACELA1475) learning that a …

English - Year 3 | Respectful relationships | Dimensions | Curriculum connections | Resources

F-6/7 Humanities and Social Sciences - Years 3 and 4

Year 3 Knowledge and understanding (Geography sub-strand) Content description with elaborations: The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of people who live there (ACHGK019) exploring …

F-6/7 Humanities and Social Sciences - Years 3 and 4 | Food and fibre dimensions | Dimensions | Curriculum connections | Resources

F-6/7 Humanities and Social Sciences - Year 3

Researching Content descriptions with elaborations: Locate and collect information and data from different sources, including observations (ACHASSI053) locating sources suited to learning about the past (for example, photographs, interviews, newspapers, …

F-6/7 Humanities and Social Sciences - Year 3 | Digital media literacy | Dimensions | Curriculum connections | Resources

F-6/7 Humanities and Social Sciences - Years 3 and 4

Year 3 Knowledge and understanding Geography Content descriptions and elaborations The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of people who live there and people’s perceptions …

F-6/7 Humanities and Social Sciences - Years 3 and 4 | Food and wellbeing dimensions | Dimensions | Curriculum connections | Resources

Design and Technologies - Years 3 and 4

Year 4 Design and technologies knowledge and understanding Content descriptions with elaborations Recognise the role of people in design and technologies occupations and explore factors, including sustainability that impact on the design of products, …

Design and Technologies - Years 3 and 4 | Food and wellbeing dimensions | Dimensions | Curriculum connections | Resources

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