EnvSciStudyDesign

= Unit 1: The environment =

http://www.vcaa.vic.edu.au/Documents/vce/envscience/EnvironmentalScienceSD-2013.pdf

This unit focuses on the environment and its components. The function of ecosystems and the interactions in and between the ecological components will be investigated. The unit presents opportunities to consider the effects of natural and human-induced changes in ecosystems.

Ecological components and interaction
The Earth’s structure may be classified into four major categories: hydrosphere, lithosphere, atmosphere and biosphere. This area of study examines the processes occurring within the spheres of the Earth and the interactions that occur in and between the ecological components of each major category.

Outcome 1
On completion of this unit the student should be able to identify and describe the components and natural processes within the environment.

To achieve this outcome the student will draw on knowledge and related skills outlined in area of study 1.

//Key knowledge//
This knowledge includes
 * concepts of environment, ecosystem, components and processes;
 * the Sun as the source of energy for life, including nuclear fusion reaction on the Sun, spectrum of light, and flow of energy to and from the Earth;
 * components and structures of the hydrosphere, lithosphere, atmosphere and biosphere;
 * recycling of critical nutrients through biogeochemical cycles, including the carbon cycle, which support life on Earth.

//￼Key skills//
These skills include the ability to
 * compare and contrast definitions of environment and ecosystem, and illustrate the interrelationships between components and processes;
 * conduct practical investigations on the nature and characteristics of solar energy;
 * classify the components and structure of the Earth’s spheres;
 * collect and analyse data from fieldwork and/or practical work to demonstrate interactions in and between the Earth’s spheres;
 * describe and compare the nutrient cycles of water, nitrogen, carbon and phosphorous in the different spheres of the Earth.

Environmental change
The environment is not static but undergoes continual change. It can be changed by natural or human- induced factors. Students use scientific data and processes to examine environmental change.

Outcome 2
On completion of this unit the student should be able to analyse one human-induced environmental change and options for remediation.

To achieve this outcome the student will draw on knowledge and related skills outlined in area of study 2.

//Key knowledge//
This knowledge includes
 * the characteristics and distribution, causes and effects of human-induced environmental changes; for example, salinity, soil erosion, fire regimes, desertification, eutrophication, water pollution, introduced species, ozone depletion, enhanced greenhouse effect, urban air pollution;
 * human-induced changes that contribute to the conservation and remediation of the environment; for example, revegetation, development and management of wildlife corridors, conservation and management of parks, soil remediation, waste minimisation, environmental stream flows, use of wetland systems for filtering wastewater, treatment of sewage, banning of Chlorofluro carbons (CFCs), use of catalytic converters in cars.

//Key skills//
These skills include the ability to
 * collect and record data from fieldwork and/or practical work to describe the characteristics and distribution of human-induced environmental change;
 * analyse fieldwork and/or practical work data to describe the effects of human-induced environmental change;
 * describe and compare conservation and/or remediation projects;
 * investigate the effects of conservation and/or remediation projects on the environment; • predict and justify the consequences of introducing a conservation and/or remediation project to an ecosystem which has been influenced by human-induced environmental change;
 * collaborate with one or more sectors of the local community in the development or implementation of an environmental project.

Ecosystems
The characteristics of ecosystems are varied and subject to change. The changes within ecosystems can be short or long term, cyclic or random occurrences and caused by natural- or human-induced factors.

Outcome 3
On completion of this unit the student should be able explain the flow of energy, nutrient exchange and environmental changes in ecosystems.

To achieve this outcome the student will draw on knowledge and related skills outlined in area of study 3.

//Key knowledge//
This knowledge includes
 * interactions between organisms, including competition, predation, mutualism, parasitism, commensalism, and their effects on the ecosystem;
 * distinguishing characteristics of a variety of ecosystems in Victoria; for example, wetlands, urban, desert, coastal, rainforest, mallee, grassland, marine, and rural;
 * natural short-term cyclic environmental changes and their effects in ecosystems; for example, daily, diurnal, nocturnal, seasonal, tidal;
 * natural long-term environmental changes and their effects in ecosystems; for example, ecological succession, plate tectonics, drying of the Australian continent, extinction of species, evolutionary mechanisms, climate change;
 * natural random environmental changes; for example, erosion, flood, drought, fire, earthquake, volcanic activity.

//Key skills//
These skills include the ability to
 * identify components and processes within ecosystems that illustrate flow of energy, nutrient exchange and environmental changes;
 * construct food chains and food webs for ecosystems;
 * organise and classify organisms into trophic and energy flow pyramids;
 * assemble a biomass pyramid for an ecosystem;
 * model interactions between organisms and their effects on ecosystems;
 * collect data to describe distinguishing characteristics of a variety of ecosystems and analyse how they function;
 * observe and record natural short-term cyclic environmental changes in ecosystems and explain their effects;
 * model natural long-term environmental changes in ecosystems and describe their effects;
 * observe, record and analyse the effects of natural random environmental changes using primary and/or secondary data.

ASSESSMENT
The award of satisfactory completion for a unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit. This decision will be based on the teacher’s assessment of the student’s overall performance on assessment tasks designated for the unit.

The key knowledge and skills listed for each outcome should be used as a guide to course design and the development of learning activities. The key knowledge and skills do not constitute a checklist and such an approach is not necessary or desirable for determining the achievement of outcomes. The elements of key knowledge and skills should not be assessed separately.

Assessment tasks must be a part of the regular teaching and learning program and must not unduly add to the workload associated with that program. They must be completed mainly in class and within a limited timeframe. Teachers should select a variety of assessment tasks for their assessment program to reflect the key knowledge and skills being assessed and to provide for different learning styles.

For this unit students are required to demonstrate achievement of three outcomes. As a set these outcomes encompass all areas of study.

Demonstration of achievement of Outcomes 1, 2 and 3 must be based on the student’s performance on a selection of assessment tasks. Where teachers allow students to choose between tasks they must ensure that the tasks they set are of comparable scope and demand. Assessment tasks for this unit are:
 * fieldwork and reports;
 * oral presentations;
 * practical activities;
 * practical reports;
 * reports in multimedia and/or poster format;
 * tests.