Act Today to Save Tomorrow Unit Plan and Lessons

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<ul><li> 1. Act Now to Save TomorrowYear Seven Unit</li></ul><p> 2. Theme: SustainabilityAim:Environmental education for sustainability is a concept encompassing avision for education that seeks to empower people of all ages toassume responsibility for creating a sustainable future.Students will have opportunities to be prepared and empowered to assume responsibilities for creating and enjoying a sustainable future. Well in advance of the UN initiative, the 1999 Adelaide Declaration by Australian Ministers of Education included the goal that: when students leave school, they should have an understanding of, and concern for stewardship of the natural environment, and the knowledge to contribute to ecologically sustainable development.Students need to understand the complexity of the world in which they live and to have the knowledge, critical thinking skills, values and capacity to participate in decision making about environmental and development issues.Students will be engaged in integrated programs focusing on biodiversity, water, waste and climate change. 3. Goals Students will understand the complexity ofthe global issue of sustainability and will begiven a voice on this critical environmentalmatter. Students will care and take pride in thenatural world around them. Students will develop a repertoire of skillsthat they will be able to use in the real world. Students will become informed and activecitizens on tomorrow. 4. ObjectivesStudents will understand and learn about: Elements (climate, natural and built features, human activity) that make up significant local, national and global natural and built environments and the ways in which the features of these environments are interconnected The effects of change (eg climate change, human activity) on local, national and global natural environments The difference between probable futures (i.e. what is likely to happen unless there is some intervention), preferred futures (i.e. what they would like to see) and possible futures (i.e. what is possible if some change is made)Students will learn to: Make considered decisions as a consumer to protect precious resources (eg reusing, packaging, using alternatives to plastic bags) and develop resource saving systems in their classroom and school Take responsibility for nurturing and caring for local places and such as their school Students will develop attitudes and values about: How the actions of communities and individuals, including their own, contribute to thesustainability of resources and local environments and shape the future for futuregenerations How building sustainability requires that people, as environmental stewards, work togetheras citizens and consumers to participate in appropriate actions to affect positive change 5. KLAS Studies of Society English Mathematics ICT Science Art Health and Physical Ed 6. Essential LearningsHealth and Physical Well Being Energy balance can be achieved by selecting a range of foods from the five foodgroups, in amounts that reflect personal factors, age and activity levels.Science plan activities and investigations, identifying and using elements of a fair test collect and organise data, information and evidence, evaluate information andevidence to support data gathered from activities and investigations, select and usetools, technologies and materials suited to the activities and investigations Science can help to make natural, social and built environments sustainable andmay influence personal human activities Changes to the surface of the earth or the atmosphere have identifiable causes,including human and natural activityICT plan, conduct and manage structured searches for data and information organise and identify relationships between data and information from a variety ofsources evaluate the data and information gathered for usefulness, credibility, relevance andaccuracy 7. M athematics Defining features, including edges, angle sizes andparallel lines, are used to make accurate representations of 2D shapes and 3D objects. Patterns in space and number, and relationshipsbetween quantities, including equivalence, can berepresented using concrete and pictorial materials,lists, tables and graphsThe Arts create and shape arts works by organising artselements to express personal and community values, beliefs and observations Role and status of relationships can be maintainedusing movement, including posture, gesture and body position, and expression of voice 8. English identify the relationship between audience, purpose and text type Readers and viewers use a number of active comprehensionstrategies to interpret texts, including activating prior knowledge,predicting, questioning, identifying main ideas, inferring, monitoring,summarising and reflecting. Identify and demonstrate the relationship between audience, subjectmatter, purpose and text type. Nonverbal elements, including facial expressions, gestures and bodylanguage, establishing the mood, signal relationships and createeffects are monitored by listeners. Readers and viewers use a number of active comprehensionstrategies to interpret texts, including activating prior knowledge,predicting, questioning, identifying main ideas, inferring, monitoring,summarising and reflecting. The purpose of writing and designing includes evoking emotion,persuasion and informing. Figurative Language, including similes, metaphors and personificationdevelops imagery and humour. Non-literary texts evaluate, inform, present arguments and persuade. 9. Studies of Society pose and refine questions for investigations plan investigations based on questions and inquiry models collect and organise information and evidence evaluate sources of information and evidence to determine different perspectives, anddistinguish facts from opinions draw and justify conclusions based on information and evidence share opinions, identify possibilities and propose actions to respond to findings apply strategies to influence decisions or behaviours and to contribute to groups reflect on and identify personal actions and those of others to clarify values associated withsocial justice, the democratic process, sustainability and peace reflect on learning to identify new understandings and future applications. Physical features of environments influence the ways in which people live and work in communities e.g. climate affects housing design and leisure activities; natural resources may determineemployment opportunities. Sustainability of local natural, social and built environments can be influenced by positive and negative attitudes and behaviours e.g. positive responses to water management 10. Inquiry QuestionHow can you create a more sustainable future?SEQUENTIAL LEARNING ACTIVITIES:Each Lesson is 60 minutes.Activities 1-3 BiodiversityActivities 4-7 WaterActivities 8- 12 WasteActivities 13- 15 Climate change 11. Teaching Strategies Inquiry Learning 12. Teacher Resources and EquipmentLiterary Texts Baker, J. (2002). Window. London: Walker. French, J. (2010).The Tomorrow Book. Sydney: Harper CollinsPublishers. Savvides, I. (2004). A marathon of her own: the diary of SophiaKrikonis. Melbourne: Scholastic. Seaus, D. (Author). Danson, T. (Reader). (2004). The Lorax. (AudioCD). London: Collins. Smith, K. (2008) One hen: how one small loan made a bigdifference. Kids Can Press. Stanton, A. (2008). Wall- E. (DVD). United States: Disney Pixar. Thiele, C. (2002). Storm Boy. Sydney: New Holland. 13. Non Literary Texts Discover &amp; learn about Australian wetlands and waterways / text, Pat Slater ;photographs, Steve Parish. Discover &amp; learn about Australian forests and woodlands / text, Pat Slater ;photographs, Steve Parish. Non Literary Texts Bio Engineering Group. (2010). Rethink | Sustainability. Retrieved from;feature=related Gore, A. (2007). An inconvenient truth: the crisis of global warming. London:Bloomsbury. Guggenheim, D. (2006) An Inconvenient Truth. (DVD). United States: ParamountPictures. Kuzniar, J. (2008). Four reasons to switch to switch to solar power today. Articleretrieved from Australian Government. (2009). Take Action: Save Energy, Save Water, Reduce Wasteand Travel Smarter. Retrieved from World Design Interactive. (2010). Ollie saves the world, Interactive Website: Articles onReuse, Reduce, Air, Wate, Water, Biodiversity, Energy, Recycle and Sustainability.Retrieved from Oracle Education Foundation. (2002). What is global warming? Article retrieved from Planet Kids. (2006). How to build your own worm farm. Article retrieved from 14. Equipment Magazine, brochures Glue Paint Pens Pencils Cardboard (variety of colours) Gloves Manure Worms Compost Computers Dictionaries Buckets Shovel Projector Television DVD Player 15. Activity OneKLA: EnglishAssessment Item: Comic Strip The teacher will begin the lesson by introducing the The Tomorrow Book to the students, and explainingthat the book contains a large quantity of fantastic ideas about working towards a more sustainablefuture. The teacher will then hand out The Tomorrow Book to each child, and allow the students toindependently read and enjoy the story. After the students have finished reading, the teacher will facilitate a class discussion about what is amain idea. The teacher will then explicitly teach the students reading strategies they can use to helpthem identify main idea/s in a text. The students will then reread The Tomorrow Book, and focus on identifying the main ideas about livingin a more sustainable world. The teacher will then bring the class back together and facilitate a discussion about the main ideas thatwere recognized. (What the future might be like, Water, Sustainability, Conservation animals and theenvironment, food, transport, power and its sources, pollution, houses, global warming, change and howit affects us, space, hope, and awareness and action.) The teacher will write their ideas on theinteractive whiteboard, and distribute the document to students at a later date. The students will then choose one main idea from The Tomorrow Book, and create a five-frame comicstrip. Each of the five frames will illustrate a significant action that the students can do in relation to theirchosen idea 16. Activity TwoKLA: Studies of Society Working in pairs students are provided with a letter from the word Biodiversity. At thisstage dont tell them what the word actually is. Students create a biodiversity collage bycovering each letter with pictures of native plants, animals and the places they live.Pictures can be obtained from newspapers, magazines, travel brochures and calendars. Once complete ask the students to rearrange the letters from the collage to make a word.What words can they create? Will they be able to make the word biodiversity? If the students are having difficulty you may need to provide clues like starts with a bends with a y and so on. In small groups students use a dictionary to discover themeaning of the word biodiversity. The word may need to be separated into individualparts eg bio + diversity. Decide on a class definition for biodiversity. For example biodiversity could be describedas the different kinds of plants and animals and the places they live. Refer back to theBiodiversity collage to illustrate the components of biodiversity that are described in thedefinition. 17. Activity FourKLA: Studies of Society/ DramaStudents will research on the computers in pair and answer the following questions: What are some ways to protect native animals from cats and dogs? What animals and birds are native to your area? What do they like to eat? Can you plant anything to provide them with more food?Improvise in drama: students will take on the role of an Australiananimal you have researched and imagine that you are to go to azoo in another country. The animal must tell the zookeepers whatsort of habitat and food it requires in order to stay healthy. 18. Activity ThreeKLA: Studies of Society, Numeracy and ICTAssessment Item: Students new design of a local area.Students will: observe the local area and communicate what they seeusing maps and drawings explore different urban environments and discusssimilarities and differences consider different ways of drawing and representing, tocommunicate different information about builtenvironments (e.g. 2D, 3D, birds eye view, perspective,top, side views, photographs) discuss ways people use their environment identify and redesign one aspect of the local area usingthe computer programme SimSocieties. 19. Activity FiveKLA: ScienceAssessment Item: Water Animation Discuss the water cycle and how it works, using abig book such as Waterways or The Magic School Busat the Waterworks to promote discussion.Introduce and explain the terms, water cycle,evaporation, condensation andprecipitation. Students then use the animation program tocreate the water cycle in pairs. 20. Activity SixKLA: Science and ArtAssessment Item: PosterCreate a poster showing the ways to save, recycle andre-use the water that flows down the drain either athome and school. It could be drinking water,rainwater, and storm water or water that ends up atthe sewerage treatment plants how can we recycleand reuse it? Posters could show ideas to minimizewater loss and water capture ideas. 21. Activity SevenKLA: ScienceAssessment Item: Chart Each student will conduct a water saving audit attheir home the night before the lesson. Students will then bring in their data and drawconclusions and inferences about their personalwater usage. Students will then design and create a chart thatshows bathroom water saving tips. 22. Activity EightKLA: Studies of SocietyFocus Question: How do we ensure a continuous supply of clean, safe water?Present scenarios like the following to the class: You go to a tap. The water is brown. How do you know it is safe to drink? You are camping in the bush by a river. You need water to drink. You are not sure that the water is suitable for drinking. What do you do? There is lots of silt and impurities in the river. What can you and other people do to improve the situation? The local community is concerned about the quality of their water. What could they do about this?Students discuss these scenarios and present their solutions to the class.Record suggested solutions. Consider if alternatives exist. Discuss how practical these solutions might be as well as peoples rights and responsibilities in these situations.Ask students: Does it matter if the solution is very expensive? Would you pay more to have a permanent and clean, safe water supply? 23. Activity NineKLA: EnglishAssessment Item: Englis...</p>


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