Environmental awareness and care in the science curriculum
 

Third and fourth class 

Strand unit: Environmental awareness

The child should be enabled to

  • Identify positive aspects of natural and built environments through observation, discussion and recording
    colours, textures and shapes in rural and urban areas
    diversity of plant and animal life
    range of materials, buildings, walls and other features
    places that people enjoy and the reasons for these preferences
  • Identify the interrelationship of the living and non-living elements of local and other environments
    plants, animals, water, air and soil in habitats
  • Become aware of the importance of the Earth’s renewable and non-renewable resources
  • Recognise how the actions of people may impact upon environments
    planting and felling trees
    removing hedgerows
    draining marshes constructing buildings, roads and bridges
  • Come to appreciate the need to conserve resources
    recycling of materials, use of paper packaging in contrast to some plastic packaging, identifying materials which can be used for a variety of purposes, turning off lights, reducing the amounts of water used

Strand unit: Science and the environment

The child should be enabled to

  • Begin to explore and appreciate the application of science and technology in
    familiar contexts
    at home: cooking, heating, vacuum cleaners, refrigerators, washing machines, toasters
    at school: design of computer desks, chairs, pens, calculators
    in shops: design of trolleys, use of conveyor belts in counters, ways of preserving foods, packaging foods
    in designing and making activities
  • Identify some ways in which science and technology contributes positively to society
    transport, buildings, bridges, roads,
    information and communication technologies,
    insulation of houses, tools and appliances,
    toys, farming, medicine
  • Recognise and investigate human activities which have positive or adverse effects on
    local and wider environments
    enhance the built environment
    protect flora and fauna, e.g. by creating and maintaining a school garden
    produce biodegradable and nonbiodegradable waste
    affect the quality of air, water and soil

Strand unit: Caring for the environment

The child should be enabled to

  • Examine a number of ways in which the local environment could be improved or enhanced recycling campaigns helping in anti-litter campaign
  • Identify and discuss a local, national or global environmental issue such as
    litter in area
    an incident of pollution
    changes in flora and fauna
    new roads, buildings
    need to protect a habitat and its flora and fauna
    proposals for enhancing the environment
    (e.g. need for cycleways near school)
    investigate the causes of the issue
    appreciate the roles and different views of people involved
    suggest and discuss possible actions and consider the effects of these on people and the environment
  • Realise that there is a personal and community responsibility for taking care of the environment