1007068
Description
Living things, biodiversity and sustainability
- Links to EYLF, Outcome 2: Children are connected with and contribute to their world; they become socially
responsible and show respect for the environment
- Living things - plants and animals We are animals We rely on other animals and plants for our
survival. Exploration of the natural world is a great starting point for children of any age.
- All living things respire, eat, excrete, grow, move, respond to stimuli and reproduce
- Marsupials -pouch
- Monotremes - eggs
- Monotremes - eggs
- Biodiversity – we need a wide range of plants and animals to keep the world in balance. It is sometimes
referred to as the ‘web of life’. Micro- Ecosystems can be modeled – for example compost heap, fish tanks,
duck/frog/fish ponds. Impact of climate change
- “Biodiversity is the variety of all life forms – the different plants, animals, fungi and micro-organisms, the
genes they contain and the ecosystems of which they form a part”
- “Biodiversity is the variety of all life forms – the different plants, animals, fungi and micro-organisms, the
genes they contain and the ecosystems of which they form a part”
- Climate change is caused by trapping excess carbon in Earth’s atmosphere. This trapped carbon pollution
heats up, altering the Earth's climate patterns. The largest source of this pollution is the burning of fossil
fuels (such as coal and oil) for energy.
- Under a carbon tax, companies that emit carbon pollution are forced to pay a direct tax to the government
based on the volume they emit. In effect, the dirtier the product or service being provided, the more
expensive it becomes for consumers to use them. The revenue from the tax is then returned to individuals
(judiciously, and probably quite progressively – preferably through lower income tax rates), who ostensibly
have an equal amount of disposable income. There is now a situation where consumers have the same
amount of money, but dirty goods and services cost more. Therein lies the incentive for both consumers to
change their spending preferences to cleaner goods, and for companies to do their work in a cleaner
fashion.
- Tradable-permit system in which a greenhouse gases emitter (firm or country under obligation to limit its
total air pollution emissions to a specified level) can buy/sell permission to emit a certain amount of
emissions from/to other emitters (who are below/above their limit). The market price of these permits (called
'pollution credits') reflects the marginal cost of emission reduction and gives an emitter the incentive to
install and manage a cost effective pollution control system as an income producing asset. Accumulating
emissions reductions for trading is called 'banking.
- Tradable-permit system in which a greenhouse gases emitter (firm or country under obligation to limit its
total air pollution emissions to a specified level) can buy/sell permission to emit a certain amount of
emissions from/to other emitters (who are below/above their limit). The market price of these permits (called
'pollution credits') reflects the marginal cost of emission reduction and gives an emitter the incentive to
install and manage a cost effective pollution control system as an income producing asset. Accumulating
emissions reductions for trading is called 'banking.
- Under a carbon tax, companies that emit carbon pollution are forced to pay a direct tax to the government
based on the volume they emit. In effect, the dirtier the product or service being provided, the more
expensive it becomes for consumers to use them. The revenue from the tax is then returned to individuals
(judiciously, and probably quite progressively – preferably through lower income tax rates), who ostensibly
have an equal amount of disposable income. There is now a situation where consumers have the same
amount of money, but dirty goods and services cost more. Therein lies the incentive for both consumers to
change their spending preferences to cleaner goods, and for companies to do their work in a cleaner
fashion.
- Notes from reading: 4 major science learning areas. Biological, physical, earth and environmental
- Biological science: study of living things. What is alive? - plants, the importance of gardening, animals, the human body
- Physical science: study of materials and energy in the non-living world. How does it move? - nature of materials, physical and chemical changes, forces and movement of objects, energy
- Earth science: the study of earth and it's materials. What are non-living things? water, soil, rocks, sand and mud, day and night, weather and seasons
- Environmental science: the study of caring for the natural world. How can we care for our world? composting, worm farming, recycled materials
- Biological science: study of living things. What is alive? - plants, the importance of gardening, animals, the human body
- Process skills from EYLF: problem solving, inquiring, experimenting, hypothesising, researching, investigating
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