Charmaine Pinheiro

Humanities and Social Sciences Education Unit Plan

The Learning Process
Topic and Rationale
The topic chosen for this unit plan is focused at year 4 students and draws on the Humanities
and Social Sciences (HASS) value of sustainability (McKinnon 2013a). The Australian
Curriculum Assessment and Reporting Authority (ACARA) (2012) describe the topic focus
for this unit plan as the sustainable management of waste from production and consumption
(ACHGK025). The content descriptors for this topic further elaborate on student learning,
students should be describing how natural processes can break down and recycle some
wastes safely, for example, through composting or purifying water as it moves through the
environment and exploring different ways of managing wastes sustainably, and how these
may include the principles of reduce, reuse, recycle and replace (ACARA 2012).
Meehan (2010) promotes the need for teaching the topic of sustainability and believes that it
is important for us to reduce our ecological footprint in order to improve the quality of our
environment. By reducing their ecological footprints students should be able to understand
the impact it will have in increasing their quality of life as well as how it will positively
impact on them in the future (Meehan 2010). Effectively engaging the students from an early
age about sustainable lifestyles will hopefully foster a love for the environment in these
children. This sense of passion and responsibility is important because if they care for and
feel connected to something, like the environment, they will be more likely to protect it in the
future (Meehan 2010).
ACARA (2012), further implies the importance of this unit on sustainability as its Year 4
Level Description emphasises developing students understanding of sustainability and its
importance in sustaining human life and wellbeing. This unit plan aims to develop students
learning and understanding to be able to answer the key inquiry question How do different
views about the environment influence approaches to sustainability? (ACARA 2012). This is
hoped to be achieved through the various activity types and the scaffolding of key ideas of
sustainable management of waste, such as:
-

What are the 4Rs?

What happens to waste that is not recycled?
Why is it important to recycle?
In what ways can we use the 4Rs in our everyday life?
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Charmaine Pinheiro
These key ideas link closely with the global perspective of sustainable futures as there is an
emphasis on satisfying current needs without reducing the quality of the environment for
future generations (AusAID 2008).
Values and Actions
This unit plan focuses specifically on the HASS value of environmental sustainability
(McKinnon 2013a). This is understandable as there is a clear link between the sustainable
management of waste from production and consumption (ACHGK025) and environmental
sustainability as these two ideas are interdependent. Research indicates that a reduction in
waste can create sustainable development (Nidumolu, Prahalad & Rangaswami 2009, pp. 5759).
Through appropriate engagement with this topic students should achieve an understanding of
the importance of reducing, reusing and recycling waste, as well as, how to implement this
understanding in their lives through recycling on a daily basis. The practical activities
throughout the unit plan are aimed at sparking innovation and creativity with recyclable
materials. This will allow the students to consider sustainable alternatives to throwing away
items that could be reused, which could prove significant in providing these children with a
sustainable future (AusAID 2008).
When considering values it is also important for students to recognise and share
responsibilities and be willing to cooperate with others in accomplishing them. This sense of
responsibility could lead to an appreciation of and concern for the environment and a
commitment to sustainable practices (AusAID 2008).
Concepts
The main concepts in this unit plan will encourage environmentally sustainable behaviours in
students. The main concepts to understand include:
-

What materials are recyclable and why others are not.

Knowledge of where rubbish and recyclables are taken.
How natural processes break down and recycle some wastes safely (ACARA 2012).
Different ways of managing wastes sustainably, and how these may include the

principles of reduce, reuse, recycle and replace (ACARA 2012).

Why the 4Rs are important and what would happen if we did not recycle.
Developing ways in which students can take part in sustainable behaviours at school,
at home and in their community.

Charmaine Pinheiro
Skills
This unit plan will develop various students skills relating to sustainability and cross
curricular topics. These skills include:
-

An ability to recognise recyclable materials.

Being able to think creatively and innovatively about how recyclable materials can be
repurposed.

How to work collaboratively with others

How to reflect on and evaluate their own learning

Identify and describe the interconnections between people and the environment
(ACARA 2012).

Reflect on their learning to propose individual action in response to a contemporary

geographical challenge and identify the expected effects of the proposal (ACHGS032)
(ACARA 2012).

Ways of Working in HASS

This unit plan places a significant focus on developing student learning and understanding
through emphasising appropriate ways of working in HASS both between students and the
students and the teacher. These ways of working in HASS include:
-

Student-centred learning which encourages student learning to be connected to issues

that are relevant and relatable for the child. As we all consume and create rubbish,
focusing on recycling is important for all children.

Inquiry-based learning which promotes critical thinking and reflection. This is

important because by the end of the unit students should be able to reflect on what
they have learned and feel a sense of responsibility for creating a sustainable
environment.

Experiential learning focuses on concrete, hands on, interactive experiences which is

evident throughout the unit plan.

Cooperative learning which allows students to learn how to work collaboratively.

Having to work as a team gives students a sense of responsibility and team work.

Charmaine Pinheiro
The teaching sequence for this unit plan discusses the teacher focus, learner activity, learner
organisation and resources and links that the lesson has made to ACARA and specific
calendar events for each lesson. The teacher focus section will utilise the inquiry cycle
(McKinnon 2013b) and HASS values (Department of Education, Science and Training
(DEST) 2005; McKinnon 2013a) and identify which aspects are linked with the particular
lesson (refer to Appendix 1 and 2 for the key). The learner activity section describes what
will occur during the lesson and its duration. The learner organisation and resources section
identifies the resources and materials that need to be made available for each particular
lesson. Lastly, the links section identifies the ACARA codes (refer to Appendix 3) being
utilised in each section, as well as, whether the lesson links with particular calendar events.

Charmaine Pinheiro
The Teaching Sequence

Teacher
Focus

Learner Activity
(Each lesson is 45 minutes)

Learner
organisation
& resources

Lesson 1
IC-1, IC-4, Activity 1 - What is Recycling? (15
HV-2, HV-

minutes)

3, HV-7,

(Class Activity/Discussion)

HV-8, HV12

Gather students onto the ground in a circle. In

the centre have a general rubbish bin and a
recycling bin.
What is the difference between these two
bins?
What types of things can we put in each bin?
Why?
Take out a bag filled with recyclable and nonrecyclable items and space them out around
the bins. Ask the class to work together to
decide which item goes into which bin. Have
some more challenging items around the bins

Smart board,

IC-1, IC-

like used printer cartridges and old phones.

Save Our

4, IC-5,

Discuss the correct answers and what should

World

HV-8,

be done with old cartridges and phones.

(Littlewood

HV-12

2010).
Activity 2 Save Our World (20 minutes)
(Class Activity/Discussion)
Play the video Save Our World (Littlewood
2010). Discuss the key terms.
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Charmaine Pinheiro

What does reducing mean? What does

reusing mean? What does recycling mean?
How can we achieve these 3Rs? Why is this
important?
Discuss with the class that reducing, reusing
and recycling are particularly important to
consider in the following weeks as National
Recycling Week is coming up (9-15 November
2015).
Recycle
IC-2, IC-

As a class we will be learning about recycling

4, IC-5,

and working on some recycling projects to

IC-6, IC-

help educate the rest of the school on ways

8, HV-2,

they can reduce, reuse and recycle during

HV-5, HV-

National Recycling Week.

Diaries

6,
HV-8, HV-

Activity 3 Recycle Diaries (5 minutes)

12
Introduce Recycle Diaries. This will work as a
form of continuous formative assessment.
Students will record in their Recycle Diaries a
reflection of each lesson identifying what they
learned, what they liked and a question about

Recyclable

the lesson that they would like to explore.

project

Also, students will be asked to record in their

materials

IC-1, IC-

diary the amount of times they were able to

2, IC-3,

reduce, reuse or recycle rubbish and how

IC-4, IC-

much normal rubbish they had as well.

5, IC-6,
IC-7

Activity 4 Eco Inventions (5 minutes)

Charmaine Pinheiro
Touch briefly on Lesson 5s Eco Inventions.
In pairs students will be encouraged to start
thinking about an invention they can make
that encompasses the 3Rs using only
recyclable materials. Students will have to
think critically about what kind of invention
they want to make and how it will help the
environment. Informing them of the project
now will allow them to start planning and
bringing recyclable materials to school for
their project. The teacher will also bring some
recyclable materials to school for those who
are unable to get their own.
Links:
-

National Recycling Week (9-15 November 2015)

A1 and A2: (ACHGK025)

Recycle Diaries (A3): (ACHGK025), (ACHGS028), (ACHGS030), (ACHGS031),

(ACHGS032)

Eco Inventions (A4): (ACHGK025), (ACHGK024), (ACTDEP017)

Lesson 2

IC-1, IC-

Activity 1 - Environmental Intelligence

Computer lab,

4, IC-5,

Unit (40 minutes)

Environmental

IC-7,

(Computer Class)

Intelligence

HV-2, HV8

Unit (BBC
Instruct the class to access the Environmental
Intelligence Unit website. This activity will
allow students to discover the four Rs of
sustainability Reuse, Reduce, Recycle and
Respect and how they are able to utilise
these ideas in their everyday lives (BBC
2014).
How can we reduce, reuse and recycle at
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2014).

Charmaine Pinheiro
school? At home? What did the 4th R Respect
mean?
At the end of the activity students will be able
to get a certificate from the website
recognising their understanding of the 4Rs.

Recycle
Diaries

Refer to

Activity 2 Recycle Diaries (5 minutes)

Lesson 1
Allow some time for students to reflect on
what they have learned and how they will
utilise this knowledge in their everyday lives.
Links:
-

A1: (ACHGK025)

A2: Refer to Lesson 1

Lesson 3

IC-4, IC-5, Activity 1 Where does rubbish go? (15

Smart board,

HV-8, HV-

minutes)

Landfill

12

(Class Discussion/Video)

(Behind The
News 2014).

Why it is important to recycle? What happens

to rubbish after we put it in the bin?
Watch the video Landfill (Behind The News
2014).
What is a landfill? How does it work? What
might happen if we dont recycle? How can
we help to break down our own rubbish?
IC-1, IC-

Worm

2, IC-4,

Activity 2 - Worm Composting

composting

IC-5, IC-

Experiment (25 minutes)

containers

Charmaine Pinheiro
7
Two containers filled with soil and worms. One
container will have compostable rubbish and
the other non-compostable rubbish.
Encourage the students to observe the
worms activity daily.
What do you think will happen in each
container? Write an inquiry question. How
Refer to

long will the rubbish in each container take to

Recycle

break down? Why?

Diaries

Lesson 1
Activity 3 Recycle Diaries (5 minutes)
Allow time for students to record what they
have learned and how they feel about
recycling.
Links:
-

A1: (ACHGK025), (ACSSU075),

A2: (ACHGK025), (ACHGS026), (ACHGS032), (ACSSU073)

A3: Refer to Lesson 1

Lesson 4

IC-1, IC-

Activity 1 - Frog Life Cycle Recycled Craft Recyclable

5, IC-6,

(45 minutes)

material, craft

IC-7,

(Art Project)

supplies

HV-2, HV12

As students have been learning about life

cycles in science this activity will link
ACHGK025 and ACSSU072. Students will use
recycled materials and paint to illustrate a
frogs life cycle (refer to Appendix 4).
Students will write a short story of what is
happening at each stage of the frogs life
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Charmaine Pinheiro
cycle.
Links:
-

A1: Scaffolding ideas of how to work with recyclable materials for students Eco
Inventions. (ACHGK025) (ACSSU072)
Lesson 5

Refer to

Activity 1- Eco Inventions (45 minutes)

Recyclable

(Computer Lesson/Research)

materials,

lesson 1

computers,
In pairs get the students to research and

books about

create inventions out of recyclable materials.

recycling (talk

Allow the students to come up with their own

to the

ways that their invention will help to reduce,

librarian about

reuse or recycle waste. During this lesson

what books

give students time to research what they

would work

would like their invention to do to promote

best to

the 3Rs.

scaffold
learning)

Links:
-

A1: Refer to lesson 1.

Lesson 6

Refer to

Activity 1 Eco Inventions (45 minutes)

Recyclable

lesson 1

(Practical Class)

materials,
craft supplies

Allow the students to work on their inventions

these inventions will be displayed around
the class for other classes to enjoy during
National Recycling Week. Make sure students
write a small summary of what their invention
does and how it helps the environment.
Links:
-

Refer to lesson 1.
Lesson 7
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Charmaine Pinheiro
IC-1, IC-7, Activity 1 Making Recycled Paper (45

Recycling

HV-8, HV-

paper

minutes)

12

materials
Allow students to use this lesson to finish

(Planetpals

their Eco Inventions if they need more time.

2010).

This lesson will focus on activities students

can do at home to recycle such as making
their own recycled paper (Planetpals 2010).
Ask the students to think about and research
things they could make with recycled
materials
Links:
-

A1: (ACHGK025), (ACTDEP017)

Lesson 8

IC-1, IC-7, Activity 1 Recycled Craft (45 minutes)

Recycled

HV-1, HV-

paper made in

12

Using recycled paper and other recyclable

previous

materials guide the students in making gifts

lesson,

for their families for Christmas* in the coming

recyclable

month. Examples include: notebooks,

materials,

jewellery, desk organisers, or Christmas

craft supplies

cards.
*In this specific class all students celebrate
Christmas, if they did not this activity would
be adapted to better suit the context.
Links:
-

A1: Making gifts in preparation for Christmas. (ACHGK025), (ACTDEP017)

Lesson 9 & 10
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Charmaine Pinheiro
IC-1, IC-6, Activity 1 The Recycle Games (85

Recyclable

IC-7, HV-

materials

minutes)

1, HV-

(Education

2,HV-7,

In this lesson the class will take part in

World 2014),

HV-9, HV-

various activities that will promote exercising

PE equipment

12

as well as the importance of recycling. This

would be a good activity to join with the other
year 4 classes. Activities such as Trash Can
Relay, Bottle Bowling, Waste No Water,
Newspaper Relay, Putt for Points and
Tumbling Towers will be used (Education

Recycle

World 2014).

Diaries

Refer to
lesson 1

Activity 2 Recycle Diaries (5 minutes)

After the games have some time for the
students to reflect in their diaries what they
liked and what they learned from The Recycle
Games.

Links:
-

A1: This activity could link with increasing students knowledge of the Olympic
Games.
(ACHGK025), (ACHGK024), (ACPPS041)

A2: Refer to lesson 1

Lesson 11 & 12
IC-1, IC-

Activity 1 Recycle Posters (45 minutes)

Poster paper

4, IC-5,

(Class Discussion/Activity Planning)

(A2), craft

IC-6, IC-

materials,

7, IC-8,

Gather the class in a circle on the floor for a

recyclable

HV-2, HV-

discussion on what they have learned about

materials

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Charmaine Pinheiro
7, HV-12

Reducing, Reusing and Recycling. Cover key

course understandings:
-

What do these terms mean:

o Reduce, Reuse, Recycle, waste,
compost, and landfill.

What is recyclable and what is not?

Why is it important to recycle?

How can we use the 3Rs at school? At

home?

Instruct the students to work in small group of

three to create an informative poster about
the 3Rs. Highlight the importance of these
posters as they will be placed around the
school during National Recycling Week. These
posters should define key terms as well as
provide examples for students to follow to
take part in sustainable behaviours. This
poster will act as a summative assessment
piece and they will be marked accordingly by
the attached rubric (refer to appendix 5).

Links:
-

National Recycling Week

A1: This activity aims to link everything the student has

learned during this unit on waste management and
sustainability.
(ACHGK025)

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Charmaine Pinheiro
Assessment
Assessment will be conducted formatively through the students Recycle Diaries and summatively
through the students Recycle Posters. During the unit of work the students would have kept a
Recycle Diary where they would record what they learned, how they felt and a question about the
lesson that they would like to explore after every lesson, as well as, keep a record of their daily
amount of rubbish they were producing. With this data the students also have to reflect on their results
and determine how they can reduce their production of waste. This assessment focuses on the student
reflecting on their own behaviours and encourages responsibility (HV-8) and reflecting and evaluating
(IC-8). These diaries will be marked on the students depth of critical thinking and reasoning towards
sustainable behaviours (refer to appendix 5). The Recycle Posters will be another form of
assessment piece. This project will depict students ability to do their best (HV-2) and how to also plan
and implement actions (IC-7). This assessment piece will be marked in accordance to a rubric that
will be looking at students understanding of key course concepts (refer to appendix 5).

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Charmaine Pinheiro
References
AusAID 2008, Global Perspectives: A framework for global education in Australian schools,
viewed 23 May 2015, < http://www.globaleducation.edu.au/verve/_resources/GPS_web.pdf>.
Australian Curriculum Assessment and Reporting Authority (ACARA) 2012, The Australian
curriculum: Humanities and social sciences, Commonwealth of Australia, viewed 7 April
2015, <http://www.australiancurriculum.edu.au/humanities-and-socialsciences/geography/curriculum/f-10?>.
BBC 2014, Environmental intelligence unit, BBC Scotland, viewed 9 April 2015,
<http://www.bbc.co.uk/scotland/education/sysm/eco/eco_friendly.shtml?page=index>.
Behind The News 2014, Landfill, viewed 21 May 2015,
<http://www.abc.net.au/btn/story/s3953606.htm>.
Department of Education, Science and Training (DEST) 2005, National Framework for
Values Education in Australian Schools, Canberra: Commonwealth of Australia.
<www.valueseducation.edu.au/verve/_resources/Framework_PDF_version_for_the_web.pdf
>.
Education World 2014, The recycle games, viewed 21 May 2015, <
http://www.educationworld.com/a_lesson/03/lp308-02.shtml>.
Littlewood, R 2010, Save our world, video, 21 September, viewed 9 April 2015,
<https://www.youtube.com/watch?v=bn8R_XqjjI0>.
McKinnon, J 2013a, HASS Values, EDUC 2056, University of South Australia, Adelaide.
McKinnon, J 2013b, The Inquiry Process, EDUC 2056, University of South Australia,
Adelaide.
Nidumolu, R, Prahalad, CK & Rangaswami, MR 2009, Why sustainability is now the key
driver of innovation, Harvard business review, vol. 87, no. 9, pp. 56-64.
Planetpals 2010, How to make paper, viewed 19 May 2015,
<http://www.planetpals.com/papermaking.html>.

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Charmaine Pinheiro
Appendices
Appendix 1
Department of Education, Science and Training (DEST) 2005, National Framework for
Values Education in Australian Schools, Canberra: Commonwealth of Australia.
<www.valueseducation.edu.au/verve/_resources/Framework_PDF_version_for_the_web.pdf
>.
McKinnon, J 2013, HASS Values, EDUC 2056, University of South Australia, Adelaide.
KEY
HV-1
HV-2
HV-3
HV-4
HV-5
HV-6
HV-7
HV-8
HV-9

HASS VALUES
Care and Compassion
Doing your best
Fair go
Freedom
Honesty and Trustworthiness
Integrity
Respect
Responsibility
Understanding, tolerance and inclusion

McKinnon, J 2013, HASS Values, EDUC 2056, University of South Australia, Adelaide.
HV-10
HV-11
HV-12

Social justice
Democratic process
Environmental sustainability

Appendix 2
McKinnon, J 2013, The Inquiry Process, EDUC 2056, University of South Australia,
Adelaide.
KE

INQUIRY CYCLE

Y
IC-1
IC-2
IC-3
IC-4
IC-5
IC-6
IC-7
IC-8

Engagement
Developing a question
Organising Ourselves
Collecting, evaluating and managing information
Making sense of information
Communicating
Planning and implementing actions
Reflecting and evaluating

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Charmaine Pinheiro
Appendix 3
Australian Curriculum Assessment and Reporting Authority (ACARA) 2012, The Australian
curriculum: Humanities and social sciences, Commonwealth of Australia, viewed 7 April
2015, <http://www.australiancurriculum.edu.au/humanities-and-socialKEY

CIRRICULUM LINK

(ACHGK025)
(ACHGK024)

The sustainable management of waste from production and consumption

The natural resources provided by the environment, and different views
on how they could be used sustainably
(ACSSU072)
Living things have life cycles
Living things, including plants and animals, depend on
(ACSSU073)
each other and the environment to survive
(ACSSU075)
Earths surface changes over time as a result of natural processes and
human activity
(ACTDEP017 Evaluate design ideas, processes and solutions based on criteria for
)
success developed with guidance and including care for
the environment
(ACPPS041)
Participate in outdoor games and activities to examine how participation
promotes a connection between the community, natural and built
environments, and health and wellbeing
(ACHGS026) Develop geographical questions to investigate
(ACHGS028) Represent data by constructing tables and graphs
(ACHGS030) Interpret geographical data to identify distributions and patterns and
draw conclusions
(ACHGS031) Present findings in a range of communication forms, for example,
written, oral, digital, graphic, tabular and visual, and use geographical
terminology
(ACHGS032) Reflect on their learning to propose individual action in response to a
contemporary geographical challenge and identify the expected effects
of the proposal
sciences/geography/curriculum/f-10

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Appendix 4
http://www.stillplayingschool.com/2015/03/frog-life-cycle-recycled-craft.html

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Appendix 5
Marking Rubric
Unit Marking Rubric
Level of Understanding ()
Key Concepts Recycle Posters
Understanding of what materials are recyclable.
Knowledge of where rubbish and recyclables are
taken.
Understanding of natural processes that break down
and recycle waste
Understanding of different ways of managing waste
sustainably
Understanding of the 3Rs.
Understanding of ways in which students can take part
in sustainable behaviours at school, at home and in
their community.
Observation of Key Skills Recycle
Diaries
Able to recognise recyclable materials.
Able to think creatively and innovatively about how
recyclable materials can be repurposed.
Able to work collaboratively with others
Able to reflect on and evaluate their own learning
Able to identify and describe the interconnections
between people and the environment
Able to reflect on their learning to propose individual
action in response to a contemporary geographical
challenge and identify the expected effects of the
proposal

19