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Running head: Kristy Snell SLEE405. ASS3: Portfolio of learning plans Section 1. Lesson Plan 1. 1.1 Vegetable Garden.

Collaboratively plan and construct a vegetable garden to promote environmental sustainability practices. 1.2 5-7 years. 1.3 To educate and promote ecological issues of sustainability and its importance for children to experience, understand and explore concepts of biodiversity. Children need to bond with the natural world before we ask them to save it (Sobel, 1996). A vegetable garden requires care and

maintenance to survive. Teaching children the processes involved in plant cycles, responsibility, working together, exploration of the natural resources that nature has to offer and implement these practices in the curriculum. Education for sustainability develops the knowledge, skills, values and world views necessary for children to act in ways that contribute to more sustainable patterns of living (Australian Curriculum, Assessment and Reporting Authority (ACARA)). (2012). Working as part of a team during activities, provides opportunities for children to develop problem solving, decision making, and cooperation and communication skills. Providing an open ended learning environment encourages the growth of social and emotional skills; children learn to take increasing responsibility for their own health and physical wellbeing (Early Years Learning Framework, 2010, 2.2.3). 1.4 The learning objectives for children are to develop an understanding of a plants growth cycle and how to nurture nature. Exploring senses such as seeing, touching, feeling and smelling through hands on experience when planting and caring for the vegetable garden. Children are effective communicators; children are condent and involved learners (EYLF, 2010). Developing an awareness of sustainability issues such as water conservation; excess water from drinking taps can be collected in buckets and used on the garden. This provides children with a conserving approach and its purpose for alternative uses, other than down the drain. Children learn to work together when planning and implementing these plans for the vegetable garden. Awareness of the physical environment and what can be done to improve and sustain it for the future. Creating a vegetable garden creates responsibilities. Children will be responsible for caring for their garden guided by sustainable practices. Creating questions and discussion,

Running head: Kristy Snell SLEE405. ASS3: Portfolio of learning plans leading to the formation of values and beliefs regarding the environment and contributing to a sustainable future.

1.5 Designation of a suitable area for the vegetable garden to be constructed. Tools such as rakes, shovels, spades, buckets, gloves, watering cans, dirt, mulch, fertilizer (manure), vegetable seeds, and water. 1.6 Provide opportunities for students to take leadership roles on projects and in developing their learning program (Lang, 2007). This can be done by dividing children into groups to work together and brainstorm ideas that could make the vegetable garden more environmentally friendly; a child may have chickens at home, they can provide the fertilizer for the garden. Creating roles and responsibilities for children provides opportunities for research, group discussion, fosters self-confidence and participation. Expectations are clearly outlined by the teacher, developed through discussion with children and relevant research. Supporting learning by teaching children about ecological systems, learning through experience and considering the impacts on the environment. Children become interested and engaged when they can take a hands on approach to earning and be involved in the planning and implementation processes. 1.7 Creating a discussion, possibly after morning tea/lunch, in regards to the childrens favorite vegetables they like to eat. I like fluffy mashed potatoes; do you like lettuce on your sandwiches? Changing the discussion slightly by asking where do vegetables come from? What do they need to grow? Creating interest and allowing children to explore their thoughts and contribute to ideas, and recording these findings on the whiteboard. Exploring the life cycle of a plant with the children; a plant starts off as a seed, the seed needs water and sunlight to grow, providing posters and pictures of vegetables and their lifecycles. 1.8 Providing children with ideas for discussion can lead to ideas of sustainable practices that can be implemented when growing a vegetable garden. Engaging children when choosing the types of vegetables they would like to grow, developing a roster system for childrens roles and responsibilities (who would like to water the garden on Mondays?), developing an understanding with the children that they can be involved in sustainable activities that positively contribute to the environment. Children will be actively engaged in growing a vegetable garden by preparing the soil for the seeds, watering the seeds, and caring for the vegetables as they

Running head: Kristy Snell SLEE405. ASS3: Portfolio of learning plans grow. Exploring concepts such as positioning the vegetable garden in the correct position in order to receive exposure from the sun (why do plants need energy from the sun?), weeding

the garden, digging, raking and becoming aware of textures using touch. Developing strategies to use the vegetables once they are mature (Can we eat the vegetables that we grow?). 1.9 Once the vegetable garden is established, continual care is needed for its optimal growth and production. Actively engaging the education setting as a whole and sharing responsibility for care of the garden using a rotation roster system, including other teachers and classes to care for the garden. This ensures that the vegetable garden will not perish, while providing education to all of the children and teachers involved throughout the sustainable process. Section 2. Lesson Plan 2. 2.1 Classroom recycling station. The impact that consumption and waste has on the environment; practices and procedures to implement change through issues of sustainable education and learning. 2.2 4-6 years. 2.3 Encouraging children to consider alternatives for the disposal of their waste. Educating children about recycling and waste management equips students to act, individually and collectively, in ways that can contribute to sustainability. It provides the opportunity for children to explore and evaluate contested and emerging issues, gather evidence, and create solutions for a sustainable future (DEWHA, 2009). Education for sustainability is about questioning the way we live, our impact as a unique part of Earths systems, and creatively thinking of ways to live more lightly on Earth (Elliott, 2010). Teaching children to work together, implement ideas and strategies, care for their environment and reduce the impact of waste on the environment through recycling. Providing guidance and choices for children to be better informed about how they choose to dispose of their waste, encouraging sustainability. Educating children about recycling and developing attitudes and goals towards achieving a more sustainable future. 2.4 Educating children that recycling is a practical approach to waste management, leading to changes in lifestyle patterns regarding waste disposal. Children see immediate benefits from recycling as it occurs right in front of their eyes. Children are condent and involved learners

Running head: Kristy Snell SLEE405. ASS3: Portfolio of learning plans (EYLF, 2010). Providing meaningful and educational opportunities for developing knowledge and practices that can be adopted both in and out of the classroom. It provides hands-on experience, engaging children in participation and involvement in awareness of issues of sustainability. Education about learning to design and implement actions for the present, in the knowledge that the impact of these actions will be experienced in the future (DEWHA, 2009). Investigating why a change in waste management is needed, how the change could result in an improvement in minimizing the impacts of waste disposal on the environment, providing opportunities for children to contribute to sustainable waste management by recycling. Investigating, researching planning, fostering curiosity and creativity through problem solving and informed actions (Lang, 2007). 2.5 Five eco-friendly bins that can be designated for paper, plastic, glass, material (clothes and fabric) and food waste. 2.6 Teach children to reduce the carbon footprint by positively role modeling recycling by placing a bin next to the teachers desk. Recycle not just paper, but plastic packaging, food

wrappers, plastic bags, metal, glass and food scraps. Show children to purposely dispose of waste in the appropriate recycling bins in the classroom. Guide children to make mindful decisions and choices about consumption, littering and where to put waste (recycle or rubbish). 2.7 Introducing recycling and waste management by emptying the contents of a bin found in the classroom onto a protected area on the floor. The children can see what waste materials are in the bin and develop groups that the materials belong to, for example: a scrunched up piece of paper, this belongs in the paper group. 2.8 Educating children about issues of waste on the environment and how recycling can help to reduce those impacts. Developing a classroom recycling station encourages children to use knowledge and actively making decisions of appropriate ways to dispose of their waste. After morning tea and lunch children are encouraged to dispose of their waste into the appropriate bins. Questions to develop thinking skills such as does plastic belong in the glass bin? enables children to assess the situation and gain an understanding of similarities and differences between different materials. What can the recycled waste be used for? Stimulating children to think of alternative ways to use these materials such as art and craft activities. Encouraging children to

Running head: Kristy Snell SLEE405. ASS3: Portfolio of learning plans

use their knowledge outside of the classroom through discussion about recycling at home, do you have more than one bin for waste at home? 2.9 Displaying labels on the bins helps children to recognize what materials belong in what bin. Using these recycled materials in activities and extensions on sustainable education by promoting the use of recycling within the classroom. Fostering childrens skills to think about the effects that they themselves have on the environment and how they can reduce the negative impacts in alternative methods of sustainability. Section 3. Lesson Plan 3. 3.1 Transportation and the impact on the environment. How we use transport from one place to another, recognizing the choices we make have impacts upon society and the environment. 3.2 8-10 years. 3.3 Actions to improve sustainability are both individual and collective endeavors shared across local and global communities (Australian Curriculum, Assessment and Reporting Authority, 2012). Children will come to understand how each mode of transportation they use relies on a broad array of pathways, fuels, materials, and safety measures. By comparing various modes of transportation, they will gain an understanding and develop knowledge of different modes of transport and desirable and undesirable effects they can have on the environment (Northeast Sustainable Energy Program, 2012). By investigating these effects, they will be able to identify transportation modes that can get them where they want to go with less undesirable effects and impacts. Education relevant to the challenge of building a sustainable society will enhance the learners competence with natural systems (Orr, 1992). In todays society people travel much more than in the past. Whether by bikes or by jet planes, energy of one form or another is required, and these different forms of energy affect the environment (NESEA, 2013). Educating children by providing opportunities to become active and informed environmental citizens and be included in discussions about their community, including environmental discourse, through involvement in deconstructing issues with supportive teaching practices (Hydon, 2007). 3.4 Describe the different modes of transportation used in the community and identify the types of transportation they personally use and compare this to the class findings. Compare

Running head: Kristy Snell SLEE405. ASS3: Portfolio of learning plans

transportation modes in terms of the amount of energy, materials and pathways they each require (NSEA, 2013). Identify impacts on the environment of various transportation modes. Investigate modes of transport that aim to reduce negative effects on the environment. Developing cooperation, working together, listening and contributing through discussion and involvement enable children to collectively gain an understanding of sustainable education. Children are connected with and contribute to their world (EYLF, 2010). 3.5 A large space, for collating data (wall or whiteboard), note pads, pens. 3.6 Supporting childrens learning through solution based theories by providing knowledge, tools and motivation to create a viable, cost effective, sustainable solution (Weil, 2011), towards reducing effects of transportation on the environment. Educating children about the short term effects and long term goals of sustainable education and how they play an important part of the societies in which they belong. 3.7 Creating discussion on how everybody got to school today. Encouraging children to contribute in the discussion and having their input valued. 3.8 Children will be collecting and recording transportation data from daily experiences, analyzing and comparing personal transportation habits to those of the class. This data can be collected over a two week period in order to gain the most out of the experience. As children collect data they will be gaining knowledge of different modes of transport and the energy that they require to work and also the effects that modes of transport have on the environment. What modes of transport produce positive outcomes? What were the modes of transport that were used most over the two week period, and what were the least modes used? Could other modes of transport be used that differ significantly from the more commonly used? 3.9 Compiling all of the data that the children have collected and displaying it aesthetically in a large space to promote changes that can be implemented through daily routines. Extending on this activity to organizing a walk to school day, or take the bus day, to implement some of the strategies that have been constructed by the children to reduce harmful effects that transportation has on the environment.

Running head: Kristy Snell SLEE405. ASS3: Portfolio of learning plans

References Australian Curriculum, Assessment and Reporting Authority . (2012). Cross-curriculum priorities: Sustainability. Retrieved from http://www.australiancurriculum.edu.au/CrossCurriculumPriorities/Sustainability. Department of the Environment, Water, Heritage and the Arts. (2009). Education for sustainability: The role of education in engaging and equipping people for change. N.S.W. Australia: Retrieved May 21 2013 from http://aries.mq.edu.au/publications/aries/efs_brochure/pdf/efs_brochure.pdf Elliot, S. (2010) Essential, Not Optional: Education for Sustainability in Early Childhood Education Exchange Press, Redmond: W.A. Early Years Learning Framework. (2010). Retrieved from: http://foi.deewr.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early _years_learning_framework_for_australia.pdf Hydon, C. (2007). 'A way of travelling: the environment and our code of ethics'.

Running head: Kristy Snell SLEE405. ASS3: Portfolio of learning plans Retrieved June 06, 2013 from:

http://www.earlychildhoodaustralia.org.au/every_child_magazine/every_child_index/eve ry_child_vol_13_no_1_2007_sustainability.html Lang, J. (2007). Little Book of Big Ideas: How to succeed with education for sustainability. Melbourne: Curriculum Corporation. pp. 19-23. Northeast Sustainabe Energy Program (2013). Retrieved from: www.nsea.org Orr, D. (1992). Ecological literacy: Education and the transition to a postmodern world. Albany: State University of New York Press. Sobel, D. (1996). Beyond Ecophobia: Reclaiming the Heart in Nature Education. Great Barrington, MA, Orion Society. Weil, Z. (2011). TEDxDirigo - Zoe Weil - The World Becomes What You Teach (YouTube video). Retrieved 6 June 2013, from: http://www.youtube.com/watch?feature=player_embedded&v=t5HEV96dIuY