Sustainability in the 21st century part 3 A-Z (year 7)

June 10, 2013 in Blackline Masters, Comprehension, Lower Secondary, Science, Sustainability, Work Books

Year 7 science: available 2014

Sustainability in the 21st century Part 3 A-Z gives students a look at various

ideas which they may start now or when they are older. An updated Story of Stuff is also included.

This manual prepares them for their future in an unsustainable world and gives them some tangible ways of redressing this.

  • Year 7 Science
  • Science and understanding – organisms and food chains
  • Earth and space sciences – non-renewables and water
  • Science as a human endeavour:
  • Nature and development of science – connecting ideas:
  • Use and influence of science – human activity and occupations

The ideas in this manual were garnered from the Sustainable Living Festival in Melbourne in 2013.

Students are sometimes asked to search and type in websites to obtain the answers to questions.  Answers are given at the back of this manual.

Again, this is a stand-alone book though Part 1 looks at broader issues like past civilisations and why they collapsed, peak oil and our footprint.

Part 2 is Growing your own where students research what they wish to grow. Permaculture is looked at, as well as no-dig gardens.

Part 3 also looks at gardening and our footprint.

Blackline Masters and 62 pages.

Price: $10 for the prepaid eBook. Email Michael for an invoice. Emailed as a pdf. attachment.

 An example – A

Australian Ethical Investment and Super Funds

 

(http://www.australianethical.com.au)

 

There are three main elements of our approach:

1. When you think of ethical investing, you most-likely think of what gets excluded – what we call a

negative screen. This is an important part of the story if you don’t want your money funding things like tobacco, uranium or coal mining, exploitation of people or old growth forest logging.

2. Also important, is the positive side. With Australian Ethical, your money can help build a new low-carbon economy, fund medical breakthroughs, technology breakthroughs, efficient transport and more. E.g. Cochlear for hearing.

3. The third element of our ethical approach is engagement. We use our influence to engage with the management of companies over ethical issues, with the goal of improving their ethical behaviour.

 

13. What type of companies do they invest in? _____________________

 

___________________________________________________________

 

___________________________________________________________

 

Australians have over $3 Trillion invested in superannuation.

A significant proportion of this pool is invested in companies that are involved in coal mining, CSG, tobacco, old growth forest logging, exploitation of workers or other harmful activities.

We avoid investments that cause unnecessary harm to people, animals, society and the environment.

We seek out positive investments that support people, quality and sustainability.

 

14. How can you invest? ______________________________________

 

_______________________________________________

 

Growing your own (year 6)

April 3, 2013 in Blackline Masters, Primary School, Science, Sustainability

Sustainability in the 21st century part 2: Growing your own

For year 6:  second edition c2011 updated 2014.

A do-it-yourself kit for  students to research, choose and grow their own food at home or at school or in their communities.

less Internet use, more of a workbook.

Do you want a resource that covers the Australian curriculum of science?

Do you want a do-it-yourself practical manual where students do their own research?

Do you want your students to learn about Permaculture and no-dig gardens?

Do you want ten reproducible lessons?

Then Growing your Own could be your answer.

Year 6 Achievement Science Standard
By the end of Year 6 students plan investigations to answer questions relating to simple cause-and-effect relationships. When carrying out investigations, they collect relevant data and apply the concept of a fair test. They reflect on the processes that they have used and demonstrate an awareness of science inquiry methods in their work. They represent data and knowledge using introductory scientific language and graphical representations.

Students suggest explanations for observable changes and they predict the effect of environmental changes on living things. They compare different types of change in materials. They identify requirements for the transfer of electricity and describe one way that electricity can be generated. They describe how developments in science have affected peoples’ lives and identify examples where scientific knowledge is used in decision making.

Order by email with Michael .

The eBook is $5 pre-paid by cheque or EFT and emailed as a pdf. attachment. Email for the invoice which will have EFT details.

or from Amazon for US$2.99 (no word searches)

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Review:


PREPARATION IS EVERYTHING!

ByDebra Brandon December 4, 2016

Format: Kindle Edition

It’s sad that the basic gardening skills of our parents and grandparents have been lost to the increased availability of grocery stores of convenience. But what ill you do in a time of economic collapse? Where would you get your food to feed your family? Who can you go to for advice if the internet is gone?

This book will help you to maintain and grow produce during uncertain and chaotic times or even for the novice who wants to start being self-sufficient to provide fruits, vegetables, and more.

There is advice for the proper soil conditions to grow the greatest crops of foods, recipes for making your own bread and so much more. It’s very hard to produce a harvest without knowing how to prepare the ground, use the correct fertilizer, the proper amount of light needed for each type of food, but this book will help you through all of that and more.

A great study guide, for not only a hobby but a lifestyle.

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An example: Lesson 3

A word search on vegetables.

3.

Companion planting is the planting of different crops close together (in

gardening and agriculture), on the theory that they assist each other in nutrient uptake, pest control, pollination, and other factors necessary to increasing crop productivity.

Companion planting is used by farmers and gardeners in both industrialised and developing countries for many reasons. ..

For gardeners, the combinations of plants also make for a more varied, attractive vegetable garden, as well as allowing more productive use of space.

[from http://en.wikipedia.org/wiki/Companion_planting]

3. Answer these questions:

i. What is companion planting?

 

______________________________________________________________

 

ii. Where is companion planting used?

 

______________________________________________________________

4.

In China, the mosquito fern has been used for at least one thousand years, as a companion plant for rice crops. It hosts a special cyanobacteria that fixes

nitrogen from the atmosphere, and also blocks out light from getting to any

competing plants, aside from the rice, which is planted when tall enough to stick out of the water above the azolla layer.

Companion planting was practiced in various forms by Native Americans prior to the arrival of Europeans. One common system was the planting of corn (maize) and pole beans together. The cornstalk would serve as a trellis for the beans to climb while the beans would fix nitrogen for the corn. The inclusion of squash with these two plants completes the Three Sisters technique, pioneered by Native American peoples.

[from http://en.wikipedia.org/wiki/Companion_planting]

 

i. Question: Where was the technique first used?

 

_____________________________________________________________

ii. Look up the meanings of these new words e.g. cyanobacteria and azolla.

 

___________________________________________________________________

 

___________________________________________________________________

LOG ON to the Internet

 

5.        Go to this site:

http://en.wikipedia.org/wiki/List_of_companion_plants

 

6. Highlight the vegetables and save to your floppy disk or folder:

name it Vegetable companions.

 

7. Scroll down to Flowers.

 

8. Answer these questions:

 

i. Which flower beginning with M helps tomatoes grow?

 

______________________________________________________________

 

ii. How do geraniums help?

 

______________________________________________________________

 

iii. What are nasturtiums good for?

 

______________________________________________________________

 

9. Scroll down to Trees.

 

Which herbs and flowers help apple trees?

 

______________________________________________________________

 

10. i. search for Benefits of growing your own food.

 

ii. click on a site of the same name

www.sparkpeople.com………

11. Write the reference in your Garden journal.

12. Scroll  down and answer these questions in your Journal:

i. What are four (4) benefits of growing your own fruit and vegetables?

ii. How does growing your own food help with greenhouse gases (#3)?

LOG OFF

NEXT

13.      Using your list of Vegetable companions (see #6),

choose three (3) vegetables that would grow together e.g. tomatoes go            with carrots but not with beans.

14.     Make a table of your chosen vegies on a poster using the

headings on the site, omitting Scientific name and Attracts.

You need six (6) columns and four (4) rows so do it sideways (landscape).

Here is an example (in portrait):

 

Commonname Helps Helped by Repels Avoid Comments
Beans Corn,spinach, eggplant Tomatoesonions Nitrogen fixing

 

[NB. California Beetle is omitted under REPELS because this is an American site.]

15. Give your poster the heading Companion vegetables.

[Don’t forget to add where you found your information.]

16. Display your poster.

LAST OF ALL

17. Check your answers with the Answer book for Lesson 3 Vegetables and make any changes in your Garden Journal.

18. Keep collecting empty 2 litre clear plastic drink bottles for your seeds.

* * *

Almost at the end of Lesson 3.

On the next page is a recipe for bread to make at home.

 

 

Sustainability in the 21st century pt 1 (year 7)

April 3, 2013 in Blackline Masters, Lower Secondary, Science, Sustainability

[2nd edition c2011 updated 2013]

Updates on Cancun and Cap and trade and Bottled water videos incorporated into book – 155 pages long.

Science teachers:

  • Do you want a manual that covers the Australian curriculum on science?
  • Do you want your students in years 7 to study sustainability?
  • Do you want them to look at food, water, transport, peak oil, and Cap and Trade?
  • Do you want them to communicate their findings?

Sustainability in the 21st century part 1 could be your answer.

Divided into years 5-6 and 7-8 for poor and good readers. Suitable for year 7.

Australian curriculum: ACARA: Year 7 Science

Science and understanding:

#1 Sustainability (organisms)

#2 Sustainability (food chains)

Earth and space sciences:

#2 Sustainability (non-renewables)

#3 Sustainability (water)

Science as a human endeavour:

Nature and development of science:

#2 Sustainability (connecting ideas)

Use and influence of science:

#1 Sustainability (human activity)

#2 Sustainability (human activity)

#3 Sustainability (occupations)

The eBook is $10 pre-paid by cheque or EFT and emailed as a PDF attachment. Email Michael for an invoice which will have EFT details.

 

An example: Lesson 10 yr 7-8 Global warming

word search,.

———————————————————————————————————-

DID YOU KNOW?

The inaugural meeting of the Asian Pacific Partnership for Clean Development and Climate was held in Sydney in January 2006.

The APP had agreed to co-operate on the reduction of greenhouse gas

emissions.

———————————————————————————————————–

Member countries (of the APP) account for over 50% of the world’s greenhouse gas emissions, energy consumption, GDP and population. Unlike the Kyoto

Protocol (currently unratified by the United States), which imposes mandatory limits on greenhouse gas emissions, the Partnership engages member countries to accelerate the development and deployment of clean energy technologies, with no mandatory enforcement mechanism. This has led to criticism that the Partnership is worthless, by other governments, climate scientists and

environmental groups. Proponents, on the other hand, argue that unrestricted economic growth and emission reductions can only be brought about through

active engagement by all major polluters, which includes India and China; within the Kyoto Protocol framework neither India nor China are yet required to reduce emissions.

[from http://en.wikipedia.org/wiki/Asia_Pacific_Partnership_on_Clean_Development_and_Climate]

2. Answer this question::

Which two countries are not yet required to reduce emissions?

 

_____________________________________________________________

 

Greenhouse gas (sometimes abbreviated GHG) is a gas in an atmosphere that absorbs and emits radiation within the thermal infrared range. This process is the fundamental cause of the greenhouse effect. The primary greenhouse gases in the Earth’s atmosphere are water vapor, carbon dioxide, methane, nitrous oxide, and ozone. In the Solar System, the atmospheres of Venus, Mars, and Titan also contain gases that cause greenhouse effects. Greenhouse gases greatly affect the temperature of the Earth; without them, Earth’s surface would be on average about 33 °C (59 °F) colder than at present.

Since the beginning of the Industrial revolution, the burning of fossil fuels has increased the levels of carbon dioxide in the atmosphere from 280ppm to 390ppm.

3. Answer this question:

Name the primary greenhouse gases.

_____________________________________________________________

The main sources of greenhouse gases due to human activity are:

  • burning of fossil fuels and deforestation leading to higher carbon dioxide
  • concentrations. Land use change (mainly deforestation in the tropics) account for up to one third of total anthropogenic CO2 emissions.
  • livestock enteric fermentation and manure management, paddy rice farming, land use and wetland changes, pipeline losses, and covered vented landfill emissions leading to higher methane atmospheric concentrations. Many of the newer style fully vented septic systems that enhance and target the
  • fermentation process also are sources of atmospheric methane.
  • use of chlorofluorocarbons (CFCs) in refrigeration systems, and use of CFCs and halons in fire suppression systems and manufacturing processes.
  • agricultural activities, including the use of fertilizers, that lead to higher nitrous oxide (N2O) concentrations.

[ from http://en.wikipedia.org/wiki/Greenhouse_gas#Anthropogenic_greenhouse_gases]

4. Name three (3) human activities which raise the levels of carbon dioxide.

____________________________________________________________

____________________________________________________________

____________________________________________________________

———————————————————————————————————

DID YOU KNOW?

The quantity of CFCs (in tonnes) reduced from 14,000 in 1989 to 2,800 in 1995.

[Australian Academy of Science. (1997). Activity 4—earth’s sunscreen—the ozone layer. Retrieved 10 May 2006 from http://www.science.org.au/nova/004/004act04.html]

———————————————————————————————————————

The Cancun summit

The outcome of the (Cancun) summit was an agreement, not a binding treaty, which aims to limit global warming to less than 2 degrees celsius above pre-industrial levels and calls on rich countries to reduce their greenhouse gas

emissions as pledged in the Copenhagen Accord, and for developing countries to plan to reduce their emissions. The agreement includes a “Green Climate” fund, proposed to be worth $100 billion a year by 2020, to assist poorer countries finance emission reductions and adaptation. There was no agreement on how to extend the Kyoto Protocol, or how the $100 billion a year for the Green Climate Fund will be raised, or whether developing countries should have binding emissions reductions or whether rich countries would have to reduce emissions first.

5. Do you think this agreement will limit global warming to less than 2 degrees

celcius?

_____________________________________________________________

_____________________________________________________________

LOG ON to the Internet

NEXT

6. i. search for ‘The story of cap and trade Annie Leonard’.

.ii. click on The story of Cap and Trade – story of stuff to learn about

emissions trading and what you could do under Take action

e.g. recycling. Take  notes.

NEXT

7. iii. Go to: http://planetark.org/wen/58406

and read about the melting Himalayas.

iv. Which country is most at risk? ________________________

v. record the reference in your Sustainable journal .

LOG OFF

.          What does this mean for us?

What can we do to minimise global warming?

Make notes in your Sustainable journal about what you are doing or could  be doing,    e.g. you may tell your parents what you’ve learned in this lesson.

You could ride your bike instead of being driven everywhere.

Sometimes we need to be driven if sport or friends live a long way away and there’s no public transport nearby.

9 Make a poster on Cap and Trade OR the Himalayas.

10. Add your own comments about reducing global warming.

LAST OF ALL

11. i. check your word search and other Global Warming answers for

Lesson 10.

ii. display your poster.