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The unit creates relevant and insightful learning filled with inquiry based and interactive opportunities within a real world context that is meaningful
and beneficial to students. The Sustainability theme focuses on implementing student-designed strategies to create a sustainable school
environment. The unit follows Earth Hour! stimulus for investigation. This integrated unit fosters deep understanding in Science, English and HSIE
whilst developing informed and conscientious global citizens committed to making a difference within their local environment addressing the cross
curriculum priority of sustainability. This unit is tailored to the class needs. It has a strong focus on open-ended tasks, flexible teaching experiences
and student based learning ensuring all students achieve the outcomes. Student needs are catered to by implementing ICT and research tasks
extending from prior learning as well as providing a flexible learning environment enhancing group work. Individuals needs are addressed through
differentiation. Sources provided are of varying complexity to make content more accessible to different ability levels allowing students to
demonstrate their full potential whilst also providing opportunities for extension. This programs fosters student inquiry and discovery of sustainability
and the role they have in society and promotes making a positive difference intrinsically motivating students to further develop their learning.
Authentic continuous assessment integrated across all aspects of the program is designed to enhance student learning and achieve outcomes. Week
6 content contributes towards a week 10 rich task. The unit encourages students to set learning goals in relation to syllabus outcomes & identify
what they have learnt and what they still need to learn and act on feedback. (NSWBOSTES n.d)
Assessment is used for learning when the teacher provides instant verbal feedback on activities. The teacher informally clarifies student learning and
understanding whilst helping students judge if they have sufficient information to start the next task. Verbal feedback motivates students to improve
their work. The teacher encourages self-assessment asking questions to stimulate student self-evaluation. Assessment for learning occurs when
students informally assess peers providing the opportunity to offer advice on improvements. Assessment as learning takes place when students
assess their own learning occurring simultaneously with the assessment for learning as they evaluate their learning and set goals to extend learning.
Assessment of learning occurs when students complete the summative task implementing their strategies. Students are supplied with assessment
instructions and a marking criteria so outcome and standard expectations are made clear. Students synthesise their knowledge drawing links between
current school practices, sustainable strategies and persuasive language to support their implementation. This summative assessment allows the
teacher to distinguish the students level of understandings and application of learning according to the outcomes. This embedded form of
assessment allows for greater evaluation of students learning as well as act as a diagnostic tool for the teacher to reflect on and review the relevance
and effectiveness of the learning experiences.
There has been a strong focus on seamlessly integrating ICT in the unit as the curriculum cycle should reflect the needs of a 21st century classroom.
The students expressed keen interest in making full use of the new ICT available. Aside from extrinsically motivating students who want to use
technology and engaging them with authentic tasks the use of ICT will provide relevant sources of knowledge on sustainability through a teacher
constructed Weebly site. The Weebly enables a student driven task as they research key inquiry questions. The weebly provides links to ability level
appropriate resources such as websites, videos and images that guide learners thus providing a structured introduction to researching whilst still
allowing students the freedom to select sources. Google Docs is another ICT tool used that is a time efficient method allowing students to work
collaboratively on an online document that can be printed and distributed to all group members allowing time to be focused on researching as
opposed to note taking.
Outcomes:
ST2-11W Describes the ways that science knowledge helps people understand the effects of their actions on the environment and on the survival of
living things.
ENS2.6 Describes peoples interactions with environments and identifies responsible ways of interacting with the environment.
EN2-11D Responds to and composes a range of texts that express viewpoints of the world similar to and different from their own.
Indicators:
1. Uses science knowledge to inform responsible and sustainable strategies promoted to the school community to improve the school environment.
2. Responds to texts composed by others to acquire an understanding of how other people and groups have acted sustainably.
3. Creates and implements persuasive strategies to express viewpoints to their peers and school.
Time
Lesson 1:
Sci: ST2-11W (A)
Describes the ways
Mon
that science
9:30knowledge helps
10:15
people understand
the effects of their
actions on the
environment and on
the survival of living
things.
HSIE: ENS2.6 (B)
Describes peoples
interactions with
environments and
identifies
responsible ways of
interacting with the
environment.
Eng: EN2-11D (C)
Responds to and
composes a range
of texts that express
viewpoints of the
Stage: Two
Year: Four
Topic: Sustainability
Section: Week 6 of 10
Lesson 2:
Sci: ST2-11W (A)
Tues
Describes the ways
9:30 that science
10:30
knowledge helps
people understand
the effects of their
actions on the
environment and on
the survival of living
things.
HSIE: ENS2.6 (B)
Describes peoples
interactions with
environments and
identifies
responsible ways of
interacting with the
environment.
Lesson 3:
Sci: ST2-11W (A)
Wed
Describes the ways
9:30that science
10:30
knowledge helps
people understand
the effects of their
actions on the
environment and on
the survival of living
(A) Ss demonstrate an
understanding that scientific
knowledge has allowed people to
learn about the effect of their
actions on the environment and
consequently create solutions to
minimize harm to the environment.
(B) Ss take note of other peoples
responsible interactions with the
environment and apply them to
their own environment.
(A&B) For: Collection and informal
- Weebly link:
http://sustainabl
estudent.weebly.
com
- Weebly used
on iPads and
laptops.
- Worksheet:
M;1 per group,
photocopy for
each Ss
CE; 1 per
person
- Ss place
worksheet in
Sustainable Ss
Sustainable
School folder (to
be used over 10
weeks)
- Ss are given
the assessment
sheet with the
marking criteria.
- Ss access a
google docs
planning file with
sections for the
following
things.
HSIE: ENS2.6 (B)
Describes peoples
interactions with
environments and
identifies responsible
ways of interacting
with the environment
Eng EN2-12E (C)
recognises and uses
an increasing range
of strategies to reflect
on their own and
others learning
Eng EN2-1A (D)
Communicates in a
range of informal and
Lesson 4: formal contexts by
adopting a range of
Thurs 2-3 roles in group,
classroom, school
and community
contexts.
(Language
depends on
ability level):
List 3
Mixed groups:
sustainable
- 2 groups with 1 M S, 2
practices.
E Ss and 2 C Ss
Identify the
- 3 groups with 1 M S, 2
benefits.
C Ss, 1 E S
Explain what
- 1 group with 0 M Ss, 2
you will do to
E Ss, 2 C Ss
implement
them into the
school.
- When
complete Ss
print document
to place in their
Sustainable Ss
Sustainable
school folder.
- When
implementing Ss
can use
resources of
their choice:
posters, write a
letter etc. They
can make these
by hand using
the art center
supplies or use
ICT.
school community.
(C&D) Ss work in groups to share
and develop ideas.
For: information will contribute to
the final rich task in week 10.
Evaluation Questions:
1. Were the outcomes ST2-11W (science), ENS2.6 (HSIE), EN2-11D (English), EN2-12E (English), EN2-1A (English) met at the conclusion of the week to
help students achieve an understanding of the importance of Sustainability, how it relates to the school environment and what the students can do to
enhance a sustainable school environment?
2. Were different learning styles addressed throughout learning tasks to cater for the diverse learning needs of the students? Was the freedom to choose
their own representational form beneficial to hone in on the preferred learning style or did this cause a lack of focus and detail from students?
3. Were the learning experiences successful in establishing adequate levels of knowledge to contribute to the final rich task in week 10? Was sufficient
differentiation provided through task instruction and resources provided?
4. Was the recommended timing of tasks and resources appropriate? Did students have sufficient time and resources to evaluate their school findings and
research their topic in enough depth?
5. Was the assessment successful in meeting the prescribed outcomes and indicators? Did all topics allow students to meet the same indicators and
outcomes in the same way?
6. What changes would need to be made before it is taught again?