INDEX - NTCF links & outcomes

NTCF_2.jpg
NTCF
INDEX - LINKS TO NTCF OUTCOMES

Alice Solar City

KGP3.3 identify energy sources and their uses in everyday life
Band1.3 investigate different ways people use alternate energy eg solar energy to heat water, make electricity
Band 2.3 classify objects as sources or receivers of energy
Band 3.3 compare sources of energy in terms of ease of use, cost and effects on the environment; argue for and against the use of different energy sources; trace energy changes eg power station to the microwave.
Band 4.3identify common energy sources and the benefits of specific alternative energy sources: report on the source and availability of fuels for the future
Band 5.3 investigate the consequence of energy use on the planet eg renewable and non renewable resources
Alice Springs Astronomical Society
Band 2.4 explore the relationship between the Earth, sun and moon; investigate the ways people from various cultures identify scientific concepts, eg naming of stars/constellations, creation of the Earth
Band 3.4 compare and contrast features of the Earth with those of other planets; map the position of a constellation, such as the Southern Cross or the moon, over a period of time;
relate changes on Earth to patterns of nearby astronomical bodies, eg why it is relatively dark during an eclipse, why we have seasons, why solar panels are positioned in certain ways
Band 4.4 locate, identify and investigate differences between celestial bodies eg stars, planets, moons, black holes, comets, meteors; compare and contrast the conditions that support life on Earth with those of other planets and our moon.
Band 5.4 explain the life cycle of stars including the sun; explain how theories and scientific models of astronomy have improved our understanding of the universe
Alice Springs Desert Park
Emma Bliss is available to support teachers planning units of work to address outcomes from across the curriculum, including learning area and exit outcomes. NTCF Outcomes are dependent on the unit of work teachers write.

Alice Springs Reptile Centre

KGP 3.2 identify the characteristics and basic needs of plants, animals and environments
Band 1.2 describe the features of animals that help them adapt to their environment, eg how they locate food, take into account the needs of living things when designing and constructing animals enclosures or garden beds, addressing issues such as shelter, need for space, food, water and interactions
Band 2.2 organise features of living things into systems which determine their interaction with the environment – life cycles, nocturnal/diurnal behaviour, hibernation, endangered /extinct animals
Band 3.2 report on relationships between living things in an observed ecosystem, life cycles, food chains
Band 4.2 investigate and report on the common features of living organisms that help them interact successfully with their environment, e.g. adaptations of desert plants or aquatic animals
Band 5.2 investigate the effect of external environmental changes on the internal functioning of organisms, e.g. effect of temperature changes on blood flow, response of plants to light
Anatomical Parts
KGP3.2 label external parts of plants and animals and identify the function of some observable parts of living things, eg fur, beaks, fins, trunk of a tree
Band 2.2 describe the structure and function on major body systems of animals and plants
Band 3.2 explain the functioning of systems within living things and their relationship to each other, eg functioning of the digestive systems and relationship to the cardiovascular system
Band 5.2 analyse and report on the associations between different systems in living organisms, e.g. circulatory and respiratory in vertebrates/invertebrates, photosynthetic tissues and transport systems in plants
Animals
KGP 3.2 label external parts of plants and animals and identify the function of some observable parts of living things, e.g. fur, beaks, fins; classify objects into living and non-living groups; describe how animals and plants change over time describe places where
living things are found; identify sources of food and shelter for animals found in the local area
Band 1.2 describe the features of animals that help them adapt to their environment, eg how they locate food, take into account the needs of living things when designing and constructing animals enclosures or garden beds, addressing issues such as shelter, need for space, food, water and interactions
Band 2.2 organise features of living things into systems which determine their interaction with the environment – life cycles, nocturnal/diurnal behaviour, hibernation, endangered /extinct animals
Band 3.2 report on relationships between living things in an observed ecosystem, life cycles, food chains
Band 4.2 investigate and report on the common features of living organisms that help them interact successfully with their environment, e.g. adaptations of desert plants or aquatic animals; investigate different reproductive strategies and evaluate their effectiveness in ensuring survival of the offspring, e.g. sexual and asexual reproduction eg stick insects
Arid Zone
Band 3.4 describe processes used for extracting and processing materials from the Earth and the positive and negative impacts of these; describe ways information is gathered about the Earth and its resources, eg how satellite imaging contributes to our understanding of the Earth, ways in which geologists collect information, the process that meteorologists use to gather information about and predict weather pattern
Band 4.4 use models to explain the formation and geological history of the Earth; explain how a particular system of mining is related to the nature of the ore; investigate the ways that science has contributed to reducing the impact of mining on a community, eg technology used to extract ore, revegetation schemes

Bureau of Meteorology BOM
KGP3.4 make connections between rain and cloudy skies
Band 1.4 use simple instruments to collect information; measure the ways temperature and sunshine change during the day and how this influences living things
Band 2.4 collect information about the weather using simple, standardised instruments, (eg thermometer, gauges) and discuss emerging patterns; describe how we monitor and use information about changes to the Earth, eg explore different methods for weather forecasting or for predicting natural disasters, look at tide timetables to plan a fishing trip
Band 3.4 describe interactions between atmospheric changes and catastrophic events, eg cyclones, floods, drought; describe ways information is gathered about the Earth and its resources, eg the process that meteorologists use to gather information about and predict weather pattern
Band 4.4 identify patterns of global wind, air and ocean currents and how these are monitored, eg thermal imaging; explain how present day features, events and methods can be used to make inferences about changes in the Earth and beyond, eg wind, air and ocean currents used in weather forecasting
Band 5.4 use scientific theories to explain how events over time have led to catastrophic events on Earth; explain techniques to better monitor and manage natural disasters
Centre for Appropriate Technology CAT
Band 1.3 investigate different ways people use alternative energy, eg solar energy to heat water, wind energy to sail boats or generate electricity; identify different ways energy is used by them and their family, how to avoid wasting energy and why this is important.
Band 2.3 describe patterns of energy usage and transfers between common sources and receivers
Band 3.3 compare energy options and trace sequences of energy transfers, identifying the processes and conditions under which they occur
Band 4.3 identify common energy sources and the benefits of specific alternative energy sources; describe the function of simple machines and compare their efficiencies, eg levers, pulleys; examine and assess the forms and interactions of energy in energy transfer systems, eg in a power station, as food is converted to energy for use by muscles;
identify common energy sources and the benefits of specific alternative energy
sources

Charles Darwin University Library

Information available on most Concepts
CoolMob
Band 1.3 investigate different ways people use alternative energy, eg solar energy to heat water, wind energy to sail boats or generate electricity; identify different ways energy is used by them and their family, how to avoid wasting energy and why this is important.
Band 2.3 report on patterns of energy use in the home, school and community
Band 3.3 investigate the effects of common materials on environments, eg impact of detergents/oil on the environment; compare sources of energy in terms of ease of use, cost and effects on the environment; argue for and against the use of different energy sources, eg compare the cost of using gas and electricity, use of battery powered cars/scooters.
Band 3.1investigate the effects of common materials on environments, eg impact of detergents/oil on the environment; predict and set up a ‘fair test’ to determine which materials would be best suited to a job, eg absorbency, cooling, heating
Band 4.4 interpret evidence and examine causes of the depletion of the ozone layer
Band 5.3 investigate the consequences of energy use on the planet, eg pollution, Greenhouse effect, sustainable energy sources, renewable and non renewable sources

Desert Knowledge

KGP3.3 identify energy sources and their uses in everyday life
Band1.3 investigate different ways people use alternate energy eg solar energy to heat water, make electricity
Band 2.3 classify objects as sources or receivers of energy
Band 3.3 compare sources of energy in terms of ease of use, cost and effects on the environment; argue for and against the use of different energy sources; trace energy changes eg power station to the microwave
Band 4.3identify common energy sources and the benefits of specific alternative energy sources: report on the source and availability of fuels for the future
Band 5.3 investigate the consequence of energy use on the planet eg renewable and non renewable resources
Dry Ice:
Band 4.1 use concepts and models to explain microscopic structures and properties, eg explain how water changes to ice, why metals expand when heated, why pressure decreases;
Band 5.1 use the particle theory to explain physical and chemical processes and apply this to chemical systems, eg change of state and diffusion as it applies to the distillation of crude oil,

Fire Station

Band 1.3 explore ways to use different sources to heat objects, eg stove top, sun, microwave, fire [safety in the kitchen/home]
Band 2.1 analyse the properties of common materials, eg the flammability, absorbency, and strength of fabrics; the alignment of fibres in wood, pandanus leaves and wool
Band 2.3 devise investigations to explore properties of light, sound and heat, eg how they are produced, changed and used
Band 3.1 predict and set up a ‘fair test’ to determine which materials would be best suited to a job, eg absorbency, cooling, heating [fire proof, insulation, beating radiation]; identify observable signs of chemical change (eg production of heat and gas) and describe the difference between reactants and products
Band 3.3 describe how different forms of energy interact with different substances, eg how surface features, (eg colour, texture) affect an object’s ability to absorb heat/sound
Band 4.1 recognise patterns in chemical reactions, eg combustion reactions produce heat,

Museum of Central Australia

Band 3.2 describe a process that shows how living things may have changed over time, eg explain why dinosaurs no longer roam the Earth
Band 3.4 collect rocks and use their properties to sort, classify and suggest possible uses; describe the interaction between changes in the Earth’s surface and catastrophic events, eg volcanic eruptions, earthquakes, weathering
Band 4.2 investigate how scientists use evidence to suggest links between extinct organisms and those of the present day, eg fossil and genetic evidence
Band 4.4 use models to explain the formation and geological history of the Earth; describe the formation or causes of geological features, eg intrusive and extrusive rocks, mountain ranges, earthquakes
Olive Pink Botanic Garden
KGP 3.2 describe how animals and plants change over time; describe changes to plants
due to seasonal change
Band 1.2 describe plants and animals in terms of growth, reproduction, food sources and physical features; take into account the needs of living things when designing and constructing animals enclosures or garden beds, addressing issues such as shelter, need for space, food, water and interactions; talk about Indigenous local plant and animal
classifications
Band 2.2 classify living things according to their systems, eg discriminate between grasses and trees in terms of roots, mammals and fish in terms of reproduction/
body covering; represent the sequence of stages of a lifecycle; compare Indigenous and non-Indigenous plant and animal classifications
Band 3.2 collect or survey and compare plants found in the local environment, using strategies promoting conservation; compare lifecycles of plants and animals, describing
stages of growth and means of reproduction
Band 4.2 investigate and report on the common features of living organisms that help them interact successfully with their environment, eg adaptations of desert plants; examine and debate issues associated with species biodiversity, eg contemporary rates of species loss, human use of natural environments, introduction of exotic species
Power Water
KGP 3.2 identify the characteristics and basic needs of plants, animals and environments (sewerage ponds)
Band 1.3 describe different energy forms, ways energy is used for different purposes and
energy changes; investigate different ways people use alternative energy, eg solar energy to heat water, wind energy to sail boats or generate electricity
Band 2.3 devise investigations to explore properties of light, sound and heat, eg how they are produced, changed and used; report on patterns of energy use in the home, school and community; identify areas where energy wastage could occur and communicate ways of reducing this
Band 3.1 investigate the effects of common materials on environments, eg impact of detergents/oil on the environment; predict and set up a ‘fair test’ to determine which materials would be best suited to a job, eg absorbency, cooling, heating
Band 3.3 compare sources of energy in terms of ease of use, cost and effects on the environment; trace energy changes, eg from food to movement of the body, power station to the microwave; argue for and against the use of different energy sources, eg compare the cost of using gas and electricity, use of battery powered cars/scooters.
Band 4.3 examine and assess the forms and interactions of energy in energy transfer
systems, eg in a power station, as food is converted to energy for use by muscles; identify common energy sources and the benefits of specific alternative energy sources

Rocks: Geology of Central Australia, History, Excursions

Band 2.4 describe how features of the landscape are altered by physical (wind, water, weather) and human processes (farming, mining, urbanisation); describe the consequences on the environment of different methods of farming/mining/building and the steps taken to reduce degradation
Band 3.4 collect rocks and use their properties to sort, classify and suggest possible uses; describe ways information is gathered about the Earth and its resources, eg how satellite imaging contributes to our understanding of the Earth, ways in which geologists collect information
Band 4.4 use models to explain the formation and geological history of the Earth; describe the formation or causes of geological features, eg intrusive and extrusive rocks, mountain ranges, earthquakes; explain how a particular system of mining is related to the
nature of the ore; investigate the ways that science has contributed to reducing the impact of mining on a community, eg technology used to extract ore, revegetation schemes
Tangentyere Council
KGP 3.2 identify the characteristics and basic needs of plants, animals and environments
Band 1.2 describe how a living thing may change over time, eg seedling growth, life cycles; take into account the needs of living things when designing and constructing garden beds, addressing issues such as shelter, need for space, food and water
Band 2.2 describe the functions of various features of living
things, eg waxy leaves on some plants prevent water loss; classify living things according to their systems, eg discriminate between grasses and trees in terms of
roots; represent the sequence of stages of a lifecycle
Band 3.2 compare lifecycles of plants and animals, describing stages of growth and means of reproduction
Band 4.2 investigate and report on the common features of living organisms that help them interact successfully with their environment, eg adaptations of desert plants
Waterwise Alice Springs
Band 3.4 make connections between physical changes to the surface of the Earth and physical processes, eg why Australia does not have many high mountains, river drying up in the dry season and a lowering of the water table

Water Safety

KGP3.4 explain changes they see in the sea/rivers/ billabongs and the need for safety when using waterways
Band 1.4 describe changes that occurs in the local environment, eg to a creek after building, to desert after rain


Web sites

NASA:
Band 2.4 explore the relationship between the Earth, sun and moon; investigate the ways people from various cultures identify scientific concepts, eg naming of stars/constellations, creation of the Earth
Band 3.4 compare and contrast features of the Earth with those of other planets; map the position of a constellation, such as the Southern Cross or the moon, over a period of time;
relate changes on Earth to patterns of nearby astronomical bodies, eg why it is relatively dark during an eclipse, why we have seasons, why solar panels are positioned in certain ways
Band 4.4 locate, identify and investigate differences between celestial bodies eg stars, planets, moons, black holes, comets, meteors; compare and contrast the conditions that support life on Earth with those of other planets and our moon.
Band 5.4 explain the life cycle of stars including the sun