The+Local+Environment+Unit+planner

8.3 The Local Environment 1) Rocks are formed from different materials Experiment Igneous rocks: Crystals and Cooling Rates (model of igneous rock formation) || [|Igneous Rocks] [|Igneous Rock Formation Animation] [|Forming Igneous Rock] || ( in terms of their origins and common mineral composition) several common igneous, sedimentary and metamorphic rocks using a key. The rock cycle || [|Unconformity of sedimentary layers]animation [|Sequencing events in rock structure]animation [|Classification of rocks] || (this will be presented as a part of the report assignment). geological history of the area. Class Computer Activity || [|detailed geology of the Sydney Basin] [|Geological Maps of the Sydney region] [|Geology of Homebush Park] [|The Sydney Environment] || [|Factors that effect soil formation]You Tube || > || identify, gather and process first-hand or secondary data to identify the dominant types of plants and animals in the area studied || [|Biodiversity of Sydney Area] Powerpoint || vegetation cover, plant and animal diversity and abundance, and water flow and quality in the local environment over the last fifty years Identify data, gather, process and analyse first-hand information and use available evidence to assess current human impact on the local biotic and abiotic environment ||  || –sustainable development –exploration –mining –environmental planning –air and water quality management –land use and rehabilitation (eg environmental impact study, catchment management plan) || gather, process and analyse information from secondary sources to identify and discuss the scientific basis of the issues in the chosen local environmental document gather information from secondary sources to discuss one government regulation based on ecologically sustainable development principles of land use ||  || Process and analyse secondary information to prepare a case study on the impact of an artificial structure on natural surface processes Gather, process and present information from secondary sources on two Australian species that have been declared endangered and use available evidence to outline the reasons why the species have become endangered and the measures taken to ensure their survival ||  ||
 * Syllabus Content || Task/ Activity / Experiment || Resources/ Homework ||
 * **Rocks are formed from different materials **
 * Identify common rock forming minerals
 * distinguish between igneous, sedimentary and metamorphic rock || Students look at ways to identify minerals
 * Hardness (Mohs Scale) *Lustre (metallic, pearly, earthy, glassy etc) * Streak * Cleavage * Density
 * [[image:bwbearthenviro2011/rockcycle.jpg width="448" height="328"]] || Students perform a first-hand investigation and use second hand data to classify
 * * Identify and describe the geological features of the local environment that determine its natural landforms || * Students analyse local maps of the area
 * Students research the geological history of the local area
 * Students will look at the local geology and try to deduce the
 * **The properties of soils** **affect the local biological**
 * environment**
 * summarise the processes that produce soil. [[file:Soil.ppt]] || Students perform a first-hand investigation to
 * identify the main parent rocks of the local area
 * analyse soil in the area for:
 * PH,
 * 1) organic content,
 * 2) moisture content
 * 3) presence of salts (chlorides)
 * 4) [|Porosity] – students measure the amount of water stored in the pore space of a soil sample. || [|Soil Formation]
 * * analyse the ways in which the vegetation of an area can be influenced by soil composition and climate.
 * relate the presence of particular animals in the local
 * environment to their requirements within the local environment
 * **The impact of humans on local aquatic and terrestrial environments will differ with locality**
 * summarise and assess the changes in the local environment in the last fifty years in terms of:
 * 1) vegetation cover and diversity
 * 2) animal diversity and abundance
 * 3) water flow and quality[[image:bwbearthenviro2011/2807118357_60982d897c.jpg width="377" height="309"]] || Gather and process information from secondary sources to describe changing
 * **The need for governments and local councils to design and enact laws to** **protect the biotic and abiotic environment**
 * identify one environmental issue that requires some government regulation or management, such as:
 * identify an appropriate local environmental document that aims to address one of the issues above
 * **The activities of humans can cause systematic habitat alteration**
 * assess the impact of human alterations to the environment, including land clearing, in terms of some specific consequences, such as increased runoff, increased soil erosion, changes in river flows, in-stream sedimentation
 * describe, using examples from the local environment if possible, ways in which artificial structures can disrupt natural surface processes
 * Explain how habitat disturbance from soil degradation can advantage introduced species of plants and lead to the reduction or elimination of native flora and fauna species in affected areas || Gather, process and present information about the consequences of land clearing in a particular catchment
 * **Biodiversity assists in keeping a dynamic balance in the biosphere**
 * outline the potential effects of a loss of biodiversity in destabilised ecosystems
 * use examples to describe and explain what is meant by biodiversity || Gather information from secondary sources to identify significant sites of biodiversity in the local area ||  ||