Edu4sdl - Chris Amor

Our school: Our Sustainable Future
EDU3SDL Assessment 1a & 1b Inquiry Learning Unit & Reflection

Chris Amor, Jessica Castuera, Stephen Anderson
School Overview
The school that this unit has been designed for, is a small rural school in Victoria, with a total
number of 250 students between Foundation and grade 6. All of the grade levels are composite (F1-2, 3-4, 5-6), excluding foundation level. Farming and agriculture are the predominant industries
in the area but a there is a growing number of tradespeople and professionals settling in the area.
The area has recently been experience a population growth due to recent land releases and
housing developments. This development has been an issue of contention for many of the
community who original moved to the area for the rural atmosphere. This is something the school
has noted and building community connections and students sense of belonging is a current focus.
The schools values include:
Achievement:
Students work to reach their goals.
Cooperation:
Students work together in the right way for the good of everyone.
Excellence:
Students work to achieve their very best at all times.
Friendship:
Students work and play together in the right way.
Respect:
Students treat themselves, other people and property with care and consideration.
Responsibility:
This means that they know and do the right thing and are accountable for their actions.
These values are known to all students and staff, as well as the community, this means that they
are aware of them at all times and are monitored in every lesson and class as well.
Class Overview
This class consists of 10 grade 5 students and 13 grade 6 students. Students are not segregated by
grade level, instead they work and learnt together, but with differentiated and levelled learning
tasks and assessments.
This class, like every class, consists of many different types of learners. There are six students in
particular with significant learning needs and differences. Their names and differences are stated
below:
Georgie: Anxiety
Bailey: ADHD and Oppositional Defiance Disorder
Daniel: Disengaged
Austin: Autism Spectrum Disorder
Connor: Severe level of hearing loss
Amanda: Gifted
These students (as well as all others) need to have learning and assessment tasks differentiated to
meet their individual learning needs, this includes differing literacy needs, differing cognitive
processing abilities, individual physical needs, and emotional needs.
The class has a clear set expectations that are in accordance with the school values. All students
are aware of these expectations and values and receive rewards such as house points or free time
when these are met to an exceptional level. If these expectations and values are being ignored at
any time, the students are aware of the pre warning and traffic light system in place.
Pre warning: If you do not stop talking out of turn I will have to give you your first warning.
1ST Warning (green light): You are still calling out, you are now on your 1st warning.
Name on the board or printed out names stuck on the green light.
nd
2 Warning (yellow light): You have still not improved your behaviour and are continually calling
out, you are now on your 2nd warning, remember if you speak out of turn 1 more time you will
have to complete a reflection sheet.
Line or tick next to their name on the board, or their name stuck on the yellow light.
Reflection sheet (Red light): You are still speaking out of turn, it is now time for you to receive a
reflection sheet.
Students complete a reflection sheet which consists of questions such as: What did I do
wrong? Why is was wrong? How can I improve next time?
Students are all aware of this system and are very good as following it when it is appropriate.
Teachers need to ensure a proper explication of why their behaviour is inappropriate reminding of
future consequences. This gives students the opportunity to rectify their behaviour. Students are
given immediate reflection sheet for especially dangerous or inappropriate behaviour i.e. bullying,
endangering themselves or someone else due to inappropriate behaviour etc.
Diverse Learner Profile - #1

Name: Austin Oswald
Gender: Male
Age: 11
About:
Austin was diagnosed with autism at age 4 in kindergarten. Parents struggled dealing with a child
with autism at the time of diagnosis.
Austin doesnt respond well to change and will often go quiet and shut down if there is too much
stimulation and needs to calm down. He used to be quite aggressive in the younger years of school,
pushing/biting/kicking other students when they wouldnt play with him. Has been much better as
he grown older.
No home routine when he started in Prep and struggled going from routine at school and no
routine at home. School has worked with his parents to help structure his routine.
Interests:
Austin loves animated TV shows like The Simpsons and Futurama and enjoys reading. He can
currently read at a 9th grade level.
Learning strengths:
He is a verbal communicator; this is his preferred way of expressing himself and an excellent
reader.
Learning weaknesses:
He can answer questions but often-just calls out the answer, rather than putting his hand up and
waiting to be asked which can be disruptive. He does not respond well to change and will need to
be told in advance if there will be changes to the routine like a substitute teacher or the order of
the day changed.
Special needs/requirements:
Austin used to have a teacher aide until grade 4, now in grade 5 he is doing quite well without one.
Whilst he is an intelligent student, he can be disruptive and get side-tracked when doing a task. He
may also misinterpret the task and will need some assistance in getting himself back on track.

Name: Daniel ORiley
Gender: Male
Age: 12
About:
Daniel is a 12-year-old boy who is very intelligent and literate but is always disengaged and isolates
himself from his peers and other students in the school.
He lives with his parents and two younger siblings, all of who attend school. Father works a lot and
his mother collects all 3 after school. There is more of an emphasis to look after the younger
children by their mother so Daniel is, more or less, left to entertain himself.
Interests:
Daniel is an avid reader and spends much of his free time reading. He is also very interested in
computer games such as Minecraft and technology.
Learning strengths:
Daniels vocabulary and reading knowledge are both wonderful. He is articulate and can use lots of
strong adjectives when speaking and when completing work. Hes very knowledgeable due to the
amount of reading that he does.
Learning weaknesses:
Daniel tends to disengage himself from both classroom and playground activities, opting to read a
book every chance that he gets. As such, he fails to start (and sometimes finish) tasks and needs
constant prompting from his teacher to get him to start work. He also tends to distract other
children while they are working, to get a reaction out of them, ultimately rendering himself quite
unpopular among the class, something that he isnt too phased about.
Special needs/requirements:
Daniel needs constant prompting to be redirected to the task at hand. He will often not start until
he has been firmly told to and then he will dawdle and procrastinate. When asked to be in charge
of a small group, however, he works much better.

Name: Amanda Jones
Gender: Female
Age: 11 years
About: Amanda is a quiet girl and is an extremely fast learner. She is always a great contributor to
class conversations, however she does get bored quickly. This is due to Amanda being very gifted
intellectually. Amanda generally keeps to herself in class, she is able to get along with the other
students, however is not particularly close with any of them. At recess and lunch, she much prefers
to read alone quietly than play with the other students. There has been incidents with Amanda
getting teased by other students because of her intelligence. This has also made her withdraw
from playing with or forming friendships with students in her class.
Interests: Amanda loves to read, she is a very quick reader and is often asking for book
recommendations. She also loves horses, her family owns a small farm which has many animals on
it, including 2 horses. Amanda rides competitively.
Learning strengths: Amanda is at a year 8 level for English and maths, which is well above her
peers in grade 6. Amanda can pick up many different concepts quickly and understand and apply
them with very little practice. This is what leads to her boredom in class, when the concept has to
be practiced multiple times for her peers to fully grasp it.
Learning weaknesses: Although Amandas English skills are above level, she has many issues with
her handwriting. At times her writing is not legible. She has often been told her slow down her
writing so that her letters are clearer.
Learning style preference: Amanda is an intrapersonal learner, she does not like to work in groups
and even sometimes working in pairs can be stressful for her. This is because she feels she has to
slow down for other students or has to change how she learns so that she does not get teased for
working too quickly.
She is also a linguistic and mathematical learner. She has a very extensive vocabulary and prefers
to use reasoning, logic to assist her learning.
Special needs / Requirements:
Extension activities required, so she always has something to do if her work is finished
early.
Levelled tasks need to be given- Harder versions of the class tasks should be given to her to
challenge her and assist her learning.
Use appropriate technology to assist her learning- activities that are challenging or
engaging to her via laptop programs or ipad apps.
Often schools has extension classes for high achievers or gifted students, perhaps this is
something that could be introduced.
Set individual projects. Often gifted students have a lot of time on their hands as they finish
their regular work quite quickly, set her a project that is interesting to her and relevant to
the topic that she can explore for herself as extra work. It will keep her engaged, challenged
and ultimate help her to learn more.

Name: Connor Smith
Gender: Male
Age: 11 years
About: Connor is an energetic and confident boy, who also has a severe level of
hearing loss. Connor can hear somethings when it is amplified for him, as he wears a
hearing aid. He has previously had his teachers use an FM system to assist his
learning. Connor can speak but prefers to sign as he has difficulty with voice quality
and intelligibility of his speech.
Interests: Connor loves AFL and sport in general. He also has a passion for animals;
he has 2 dogs and a rabbit at home.
Learning strengths: Connor is very bright and enjoys maths. He is very good at
solving mathematical problems quickly and using the correct tools i.e. algorithms.
Learning weaknesses: Connor has some difficulty with literacy. He has trouble with
word pronunciation due to his hearing impairment.
Learning style preference: Due to his hearing loss, Connor has become a very visual
learner; pictures and images assist him in his learning. Connor also displays
attributes associated with a kinaesthetic (physical) learning style. He enjoys using his
hands and body to demonstrate his understanding and to help his hearing process.
Connor prefers to work alone or with a partner as it is easier for him to
hear/understand and communicate when there is less people.
Face him when talking to him or the whole class, as he is very good at lip
reading
Visual cue- write essential points on the board
FM transmitter system to be worn by teacher so as to assist his ability to hear
Personal or universal signs to be established, i.e. for asking a question, for
using the toilet, getting a drink etc.

Name: Georgie Jones
Gender: Female
Age: 11
About: Georgie is a bright and energetic contributor to the classroom. She is creative
and enjoys to be the centre of attention. Georgie is prone to bouts of anxiety and
irrational fear. This bouts can lead to her to negative behaviour both towards
teachers and occasional other students or to disengagement from the class and
refusal to participate. Georgie mother and stepfather have recently had a baby boy.
This one hand has been very exciting for Georgie, but on the other seems to have
had a destabilising effect on Georgies behaviour. Georgie is easily overwhelmed
emotionally. This can be triggered by a lack of order in the classroom or if she feels
she cannot do the work that is being asked of her. When Georgie is feeling
overwhelmed she needs a quiet place in the classroom to sit.
Interests: Georgie loves soft toys and often brings a special toy to class. She loves
playing with her friends.
Learning strengths: Georgie loves presenting her work to the class. She is creative
and enjoys story writing.
Learning weaknesses: Georgie often needs reminding to stay on task and often finds
it hard to finish work as she is very easily distracted by social interactions in the
classroom. Georgie mathematical skills are very basic she can add and subtract
simple equations using counting on and can use this strategy with simple
multiplication but struggles with equations requiring more developed strategies
Learning style preference: Georgie responds well to oral instructions and enjoys
both writing and drawing to present work.
Georgie has a quiet corner set up with a blanket that she can go to for short
times if she is overwhelmed. She has a three different cards she gives to the
teacher to indicate the reason for this: Noise or Frustrated or Upset
Georgie needs maths tasks scaffolded with appropriate tools to allow her to
complete her work. This may be unifix blocks, counters, number charts or a
calculator.

Name: Bailey Tyrell
Gender: Male
Age: 11
About: Bailey is a fast learner and when engaged a positive contributor to the classroom. Bailey is
often very enthusiastic to contribute to class discussions and is a fast learner and enjoys helping
others. Despite Bailey best intentions he finds it very hard to control his emotions and often small
frustrations escalate very quickly into outbursts of anger. Bailey can also easily disengage from
classroom activities. He is easily overwhelmed by excessive noise. At age 6 Bailey was diagnosed
with ADHD and in at age 9 was also diagnosed with oppositional defiance disorder. Both Bailey and
his mother receive regular counselling which has shown positive improvements in Baileys
behaviour. Bailey also receives medication daily. This medication does help Bailey focus somewhat
and helps level his emotions but its effectiveness ebbs throughout the day.
Interests: Bailey loves to draw. Loves football (AFL / Essendon). His focusses shift regularly, at the
moment he is very interested in different types of rocks and reptiles.
Learning strengths: When Bailey is engaged he is very quick to pick up information. He likes to
draw and will often illustrate information even when not part of the set task.
Learning weaknesses: Baileys literacy levels are low. He can construct basic sentences but
struggles with spelling and activities that require more developed construction.
Learning style preference: Bailey responds well to oral instructions and is happy to enjoy both
writing and drawing projects.
Bailey responds well to positive reinforcement. Rewarding Bailey for his positive
contributions to classroom activity and work helps Bailey stay engaged.
Bailey responds well to feeling he is helping the class. If Bailey is looking like he is at risk of
disengaging or feeling overwhelmed giving him helper tasks, like doing some
photocopying or cleaning the board will often assist shifting his mood.
Often due to the speed Bailey thinks, he will skip crucial pieces of information. It is
necessary to confirm Bailey understand the task and process clearly.
Bailey has a card to hand to the teacher when he starts to feel overwhelmed. At this point
Bailey can exit the classroom for five minutes to calm himself down. At the end of five
minutes Teacher discusses issue with Bailey and either resolves or finds quite working spot
for Bailey to continue to work.
If Bailey is being oppositional the best strategy is to try to assist him to change his
behaviour, ie what can I do to help you at the moment? Instructing him to do things when
he is in this state only increases his oppositional stance. If he continues to refuse to work he
is to be given five minutes to rethink his choice or consequences follow. I.e. loss of
playtime, removal from class.
Our School: Our Sustainable Future

Rationale
This unit is designed to encourage students to become aware of their environmental impact and
the importance of them becoming responsible global citizens. This unit not only facilitates students
to learn about the importance of sustainability but connects the issues to their immediate
environment. Most importantly though it allows the students to experience firsthand that by
working together the can make a difference they can make in their own community. Students look
at how the school can improve its waste management, reducing energy consumption, as well as
revisiting the school garden, and reducing water wastage and pollution.
As in all classrooms, the class that this unit was devised for has a range of learning needs. Students
differ in their writing abilities, their reading abilities, mathematical skills and their social and
emotional skills. These individual differences have been catered for in this unit by allowing
students to participate in individual and group activities in ways in which they feel confident and
harnesses their individual strengths. As well as differentiated roles in group activities students are
also given differentiated individual assessment tasks. These tasks are designed to allow them to
express their thoughts and understandings in a medium that they are most comfortable with.
Engaging students in this manner allows students to actively engage in the learning activities and
provides opportunities for the teacher to transfer individual students strengths to areas of their
learning needing development. For example students in the School Garden lesson may choose to
draw a diagram of their design; after which they can be encouraged to label or write brief
descriptions of the sections in their design. Students who have a tendency to avoid writing tasks
are much more likely to engage in writing when they have first had a chance to express their
thinking through another medium.
As well as catering for the individual needs of students by enabling them to participate in group
activities through different roles, and by allowing them to express their ideas through differing
mediums, this unit also caters for students of differing cognitive development. All learning tasks
and assessment tasks in this unit are designed to be achievable to all learners but throughout the
unit there are numerous opportunities for the more cognitively advanced learners to challenge
themselves through engaging extension activities. These extension task have the benefit of not
only extending the learning of these students but also the rest of the class through students being
encouraged to share their learning back to the class.
The building of a sense of connectedness to community is a current school focus in the school. This
unit is designed with this in mind giving students the opportunity to learn the importance of
thinking sustainable but importantly encouraging them to have a voice in devising plans to for
positive action to improve their school's environment impact. This is important not just in
improving students self-efficacy as learners but also their self-efficacy as global citizens- global
citizens that can make a positive difference in their local and global community.
Grade 5/6 Sustainability Unit Overview

Lesso
n
Focus
Tuning in:
Engagement
Understanding
the greenhouse
effect
lesson plan
attached
How many Earths

do we need
lesson plan
attached
Energy
Outline
Learning objective
Principal visits classroom and sets the

challenge for students. They are to
become the Environmental
Ambassadors of the school. It is there
job to research specific sustainability
issues that have been identified by the
school as needing to be addressed
and to devise ways to improve these
areas both in the school itself and in
the wider school community.
Engage students
in the importance
of thinking about
sustainability and
to give their
learning context.
Watch excerpt of Climate change

documentary The Inconvenient Truth
and discuss brainstorm significance of
what is portrayed. List key themes of
the excerpts showed - Climate
change - Transport; Waste
Production - Resources, Water
usage / Quality; Food production.
Students learn about the concept of
the greenhouse effect and the role of
CO2 in this process. This lesson
utilises video resources within the
classroom as well as a fun and
engaging game outside of the
classroom.
Expanding on the understandings

gained in the last lesson students look
at their own carbon footprint and the
areas of their lives that contribute the
most to the size of this footprint.
Following on from the previous lesson,

students explore the links between
energy use, energy production and
the production of greenhouse gases.
Students start investigating the energy
use of their school. They look at
current energy bills and learn about
the major energy using resources of
the school.
Students are able to

describe the basic
principle of the
greenhouse effect,
the role of
greenhouse gases
in this and the
effect this has on
climate change.
Students
understand what
a carbon footprint
is and how the
areas of their lives
that contribute the
most to the size of
this footprint.
Students
understand that
energy use and
how that energy is
produced is
connected to
greenhouse gas
production and
climate change.
Students
understand that
the amount of
energy the school

uses is metered
and that different
equipment in the
school, i.e.
Heating and
lighting, uses
different amounts
of energy.
Students
understand that
by analysing
energy use of key
areas we can
better understand
how we can
reduce our energy
consumption.
Energy Audit
Students investigate key energy use

in the school, particularly
heating/cooling systems.
Students work in small groups to start
completing Energy Audit (resource to
be found at
http://www.coolaustralia.org/activity/4school-energy-audit-grade-56/)
Our Energy -What

can we do?
Students finish energy audit and

devise strategies to reduce energy
usage in the school either through
written, visual or aural reports.
Students
understand that
by making small
changes in our
use of appliances
that use large
amounts of
energy we can
make dramatic
reductions in our
energy use.
How far has our

food travelled?
Students look at the distance the

ingredients of a simple meal (pasta)
have travelled. They calculate the
amount of CO2 produced by this
travel and compare the results of
imported ingredients vs Australian
ingredients.
Students learn
that a larger
amount of
greenhouse gases
is produced by
importing food
and that the
choices they make
as a consumer
plays a role in the
health of our
environment.
Following on from the last lesson

students learn about the importance
and process of creating a food
garden. Students work in small groups
to design their own plan to revitalise
their school garden and design a
slogan to promote the importance of
local food gardens. An extension task
is attached to this lesson to encourage
students to think about how the food
garden can be used to promote
Students will learn

how to work as a
team to plan a
food garden,
including what will
go in it, how it will
look and how it
will be built and
maintained. They
will also be able to
explain the
lesson plan
attached
Revitalising our
school food
garden
lesson plan
attached
Waste
lesson plan
attached
healthy living and raise money for

other sustainable initiatives.
importance of
local food gardens
and how it they
can assist in
maintaining a
sustainable
school/planet.
Students in this lesson collect data on the

amount of waste their school is
producing.
Students will
learn to use a
survey effectively
to find out how
much waste each
year level is using
in the school.
This will be a lead
up class to
introducing how
to interpret this
data and find
solutions to
improve the
school's
sustainability in
regards to waste.
Students learn
that data can be
used as a means
of designing
solutions to
complex
problems.
10
Reducing our
waste
Based on the information gathered in

the last lesson students work in small
groups (2 or 3) to analyse, discuss
and formulate a means to reduce
school waste.
11
River's Journey
Students participate in an interactive

narrative of one drops journey through
the river system. They learn about the
varying ways in which human
activities affect the river system and
the pollutants involved in these
activities.
Lesson Plan
Attached
12
final project
Students revise their learning over the

past weeks and tune-in to an issue
that inspired them. Students start work
on the final product of this unit they
have two different stimuli for these
assessments:
Stimuli one
How can you encourage students to
make this change?
Working in individually or in pairs
devise an advertisement to promote
this.
or
Students gain an
understanding of
how human
activity effects or
water systems
and the pollutants
associated with
these activities
Students
understand that
they can have a
positive impact in
their school
community. They
understand that
their learning can
be put into to
action to
encourage this
positive change.
Stimuli two
How can we as a school become
more sustainable?
Devise a plan on implementing this
change. Youll may want to consider:
What the benefits will be and why this
is important? What needs to done?
How much will it cost?
The means students respond to these
stimuli can vary to meet the students
needs. For example, stimuli one could
encourage students to create: a
presentation for class assembly; an
advertising posters; to write and
record a song; write a report for the
school newsletter.
13
final project sharing with class
14
Sharing with the

school community.
Students share with peers the aims of

their projects and show where they
are up to. Students get feedback from
peers and finish working on projects.
Depending on the size of projects and
the quality of the learning being
achieved teachers may want to
schedule more time for completion of
these projects.
School leaders, family and wider
school community are invited to share
in the learning the students have
achieved. Students should be
congratulated on their work and
informed that plans the school will be
looking at all the plans and where
possible working with the class to
implement these plans.
Students listen to
and respond to
peer feedback to
inform the
finishing of their
projects.
Students share
their learning with
the wider school
community giving
them a sense of
connectedness.
this also allows
them to reflect on
their ability to be
active citizens
with the ability to
contribute to
positive change in
their community.
Units links to AusVELS

This unit on sustainability has a very big science and maths contribution. These two strands make up the
majority of the curriculum in the unit. There are also a great mix of cross-curricular portions which help
make the unit a viable, interesting relevant and engaging. All the strands that were included in the unit have
been collated here as an overview to see which criterions have been met.
Year 5
Design, Creativity and Technology
Individually and in small teams, students develop possible solutions in response to design briefs, using
simple mind maps, sketches, plans and annotated drawings, labelled diagrams models and flow charts.
Mathematics
Choose appropriate units of measurement for length, area, volume, capacity and mass (ACMMG108)
Choose appropriate units of measurement for length (ACMMG108)
Construct displays, including column graphs appropriate for data type, with and without the use of digital
technologies (ACMSP119)
Use a grid reference system to describe locations. (ACMMG113)
Pose questions and collect categorical or numerical data by observation or survey (ACMSP118)
Science
Scientific knowledge is used to inform personal and community decisions (ACSHE217)
With guidance, plan appropriate investigation methods to answer questions or solve problems
(ACSIS086)
Year 6
Science:
The growth and survival of living things are affected by the physical conditions of their environment
(ACSSU094)
Scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples
lives (ACSHE100)
(ACSSU094)
Light from a source forms shadows and can be absorbed, reflected and refracted (ACSSU080)
Solids, liquids and gases have different observable properties and behave in different ways (ACSSU077)
(ACSSU094)
Scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples
lives (ACSHE100)
(ACSIS103)
Maths:
Interpret secondary data presented in digital media and elsewhere (ACMSP148)
Solve problems involving the comparison of lengths and areas using appropriate units (ACMMG137)
Connect decimal representations to the metric system (ACMMG135)

Convert between common metric units of length (ACMMG136)
Solve problems involving the comparison of lengths using appropriate units (ACMMG137)
Interpret and compare a range of data displays, including side-by-side column graphs for two categorical
variables (ACMSP147)
Humanities:
Students explore how humans have affected the Australian environment.
Geography:
Use maps to accurately describe the distance and location of places
Cross curricular priority
Sustainability OI 1 - The biosphere is a dynamic system providing conditions that sustain life on Earth.
Design, Creativity and Technology:
Students contribute to the development of design briefs that include some limitations and specifications.
They describe how their intended product will function or be used, and what it will look like in the context
of the requirements of the design brief.
Sustainability
OI.1 The biosphere is a dynamic system providing conditions that sustain life on Earth.
OI.2 All life forms, including human life, are connected through ecosystems on which they depend for their
wellbeing and survival.
OI. 3 Sustainable patterns of living rely on the interdependence of healthy social, economic and ecological
systems.
OI. 4 World views that recognise the dependence of living things on healthy ecosystems, and value diversity
and social justice are essential for achieving sustainability.
OI. 5 World views are formed by experiences at personal, local, national and global levels, and are linked to
individual and community actions for sustainability.
OI. 7 Actions for a more sustainable future reflect values of care, respect and responsibility, and require us
to explore and understand environments.
Lesson #2 - Understanding the greenhouse effect

Learning Purpose/Rationale: This lesson is designed as a tuning in lesson on the topic of the
greenhouse effect and climate change. Students prior knowledge is elicited and expanded through
Behind the News video resource. This understanding is also explored kinaesthetically through a game
that allows students to re-enact the greenhouse process in a fun and engaging way. The exploration
of this key information through visual, oral and kinaesthetic mediums both engages students and
allows them to understand these concepts in a multifaceted way.
AusVELS or VCE focus (if VCE applicable)
Year five
Science
Physical Sciences
Light from a source forms shadows and can be absorbed, reflected and refracted (ACSSU080)
Chemical Sciences
Solids, liquids and gases have different observable properties and behave in different ways
(ACSSU077)
Year six
Biological Sciences
The growth and survival of living things are affected by the physical conditions of their
environment(ACSSU094)
Year five and six
Physical Education
Students perform confidently and efficiently in a range of movement environments. They refine basic
and complex motor skills and apply these skills in increasingly complex games and activities.
Cross Curricular Priority
Sustainability OI 1 - The biosphere is a dynamic system providing conditions that sustain life on Earth.
Learning outcomes:
Students are able to describe the basic principle of the greenhouse effect, the role of greenhouse
gases in this and the effect this has on climate change.
Assessment:
Assessment in this lesson is
Prior knowledge is assessed through mind maps. This is differentiated by allowing students to
express their ideas in either images or words.
Formative assessment - Probing questions to encourage students to expand and clarify their
answers during share back segments of this lesson should be used to gauge students formative
understanding of this topic. This is especially important for students who express themselves
better orally than orthographically.
A summative assessment of students understanding of the learning outcomes of this lesson is

formed from students written, illustrated or oral descriptions of how the game helped to explain
the process of the greenhouse effect. Please note the importance of this differentiated
assessment is to gauge the understanding of the learning outcomes of the lesson and not how the
student chose to present this understanding. Allowing students to expresses their ideas via means
that is most comfortable to them and most effective allows this assessment to not be unduly
hindered by students who struggle with certain communicative forms. Having said this, it is still
important to instruct students to think about what they are trying to communicate, and the most
effective way to do this in their chosen format.
Timing
in
minut
es
Procedure:
Teacher activities:
Learner activities:
Engagement: Climate change is an issue that

engages young people. In the upper years of primary
schooling children are become more aware of global
issues and the impact these issues have. At the start
of this lesson students are shown the following video
http://www.abc.net.au/btn/story/s4122664.htm
Students watch video. With the

understanding that they should
take note of examples of
negative effects of climate
change as well as positive
initiatives that are shown.
Students define meaning of
positive initiative.
Teacher informs students to watch out for examples

of the negative effects of climate change as well as
examples of positive initiatives / action. Elicit
definition of positive initiative.
Procedural steps:
Play video (see engagement section)
Model split mind map. Elicit a negative effect and a

positive initiative from the class. Write on / draw
one. Explain that with mind mapping it is fine to
either draw or write as long as you are getting your
ideas on paper.
Form small groups. Hand out A3 sheets and ask
students to work together to list all
Facilitate sharing of ideas, eliciting further
explanations of ideas. Make class mind map /
Anchor chart.
Ask students to discuss with their group what the
greenhouse effect is. How did the video explain it?
Facilitate share back to class.
Contribute to class discussion
Students work together to

make mind maps.
Students share back their ideas.
Discuss what was shown in

video regarding greenhouse
effect. Share discussion back to
class.
15
Move outside. Sit down and

listen to game instructions.
Move students to outside game area.
10
Carbon Dioxide Game. Tune in that this game helps

show the effects of greenhouse gasses and that they
will have to explain how the game does this.
Move inside
Explain that students need to individually:

Write, orally explain, or draw an explanation of how
the game demonstrated how the build-up
greenhouse gasses contribute to climate change.
Students should include the crucial information of
the relationship of greenhouse gasses and the suns
rays (radiation). Once you have done that you can
include any of the sources of greenhouses gases you
can remember from the video or that you know.
Conclusion:
Move students back to group discussion space and

facilitate students sharing their work.
Students play game and think

about how it is helping explain
the greenhouse effect.
Students move inside. Sit at

work spaces.
Students write, orally explain, or
draw an explanation of how the
game demonstrated how the
build-up greenhouse gasses
contribute to climate change.
These include the crucial
information of the relationship
of greenhouse gasses and the
suns rays (radiation). If possible
they include any of the sources
of greenhouses gases they
remember from the video or
that they know. (Early finishes)
pair with other students to
share their work Or assist
students needing extra
assistance.
Students share the work they
have done and ask questions to
clarify learning.
Teachers resources:
Video - http://www.abc.net.au/btn/story/s4122664.htm , Instructions for carbon dioxide game
including action cards to be printed. Bag or container to hold action cards. Chalk to mark
Ipads for recording students oral explanations. We recommend using the seesaw app. This is an easy
to use e-portfolio app that can be used to record voice / video / or take photos of students work. This
can be linked to individual homes accounts as a means of including parents/carers in their childs
learning.
Catering for inclusion:

Georgie, Bailey and Austin all have varying difficulties with change in the classroom. Austin should be
told about the change the day before this happens. This gives him time to process the change. Also
give him a some responsibility in the changed proceedings of the day; for example being the time
monitor to let you know when it is time to get ready to move outside. This gives him a sense of
power in the change and can circumvent his withdrawal.
Asking Georgie and Bailey in advance to be helpers set up the game for you is a good idea. This gives
them warning of the change as well as empowering them to feel safe in the change.
If Daniel participates willingly then this should be positively reinforced but often Daniel does not
want to participate in physical activities. He may want to act as umpire for the game having to
watch and call when people are tagged.
Encourage Amanda (and any other early finishers) to dig deeper and complete the extension task as
well. If this is done make time next lesson to share what the discovered.
Connor needs to have his FM transmitter plugged into the AV system. Also provide him, and others
that want it, with the transcript of the video.
Students resources: Learning journals, A3 paper for mind maps, drawing / writing utensils.
Extension activities: The largest contributor to the greenhouse effect is carbon dioxide. Can you
find out 2 other gases that also contribute? What things or processes produce these gases?
Research this via the internet and record this information in your learning journal.
Lesson #3 - How many earths do we need?

Learning Purpose/Rationale:
This lesson is designed to expand on students prior knowledge of their carbon footprint in their lives and
for them to address the relationship they have with their environment through watching informative
YouTube videos and activities that are relatable to the students. Information is gained through visual, oral
and physical means in an engaging way.
Science:
The growth and survival of living things are affected by the physical conditions of their environment(ACSSU094)
Scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples lives (ACSHE100)
Maths:
Interpret secondary data presented in digital media and elsewhere (ACMSP148)
Humanities:
Students explore how humans have affected the Australian environment.
Learning outcomes:
Students will learn what a carbon footprint is and how big their own is and start thinking about ways that it can be
reduced.
Assessment:
Assessment in this lesson:
Assessment in this lesson will draw on students prior knowledge of their interaction with their
environment, being able to recall information about how they treat their environment as they
interact with it.
Probing questions to encourage students to expand and clarify their answers to make more
real world sense of them during the group sharing time, as this will work better for those who
prefer to communicate their thoughts orally rather through other forms.
Students will gain a broader understanding of their own impact of their environment by
looking at the Ecological Footprint Calculator and using worksheets to physically show how
much of a mark they are leaving on the environment.
Timing
in
minutes
Procedure:
Teacher activities:
5
Engagement: How we live our lives can have a dramatic impact on our
environment and that we call leave a carbon footprint. Students are
becoming increasingly more aware about the environment and the
human impact that we have on it, both positive and negative. At the
beginning of the lesson, students are shown two videos:
First: https://www.youtube.com/watch?v=YB9TCxhjVHo
Then: https://www.youtube.com/watch?v=fACkb2u1ULY
Learner activities:
Students are to watch
the video and, whilst
doing so, think about
their impact on the
environment and their
carbon footprint
Teacher informs students to think about what their carbon footprint

whilst they are watching the two videos.
Procedural steps:
Play YouTube videos (see engagement section)
5
10
Contribute to class
Ask students what they saw in the videos about what things are we, as
humans, doing to the environment that may be causing significant damage. discussion. Students
Write answers on the board. Once they have recalled what they have seen discuss what they saw
in the video, ask just 2-3 students about their personal footprint. What
in the videos and
things are in theirs that might be harmful?
things about their own
Open the Global Footprint Network webpage on IWB and briefly talk model
the Ecological Footprint Calculator.
Students are then to move back to desks and, using ICT, go to the Global
Students asked to think
Footprint Network and work out how many Earths each student will need to
more about their
continue living their current life style.
footprint while watching
modelling.
Students all briefly share their results, working out the median/average for
the whole class.
Students have time to go
through the questions in
the calculator.
Explain to students that they will be creating their own carbon footprint.
Using an outline of a foot, students will go through newspapers and
magazines to find pictures of things that they use in their everyday lives and
stick them onto the footprint.
As a class, bring up the footprint on the interactive whiteboard and divide it
into 3 sections: energy, water and waste. Model for students something
that goes in each for instance, in energy: cars, electronics, hairdryers etc.
Water: used for drinking, washing, flushing the toilet and waste: throwing
away things that are no longer needed, rubbish etc.
2
15
lives.
Handout worksheets and get students to take one newspaper or a magazine

from the pile provided.
Students compare
findings/results.
Students draw on their

knowledge of their own
carbon footprint.
Explain to students that they have 15 minutes to complete this activity.

Explain to students that if they cant find a picture of their desired item,
they may draw it or write it in their footprint if they desire.
5
Come back together as a group to share some ideas. Who had similar things
in their footprint, who had anything different?
Move quickly to
workspaces.
Students have time to

work on their worksheet.
Sit at workspaces.
Students compare their

findings as a group.
Teachers resources: Videos

https://www.youtube.com/watch?v=YB9TCxhjVHo
https://www.youtube.com/watch?v=fACkb2u1ULY
See Appendix 1 for worksheet

Georgie, Bailey and Austin all have varying difficulties with change in the classroom. Austin should be told
about the change the day before this happens. This gives him time to process the change.
Asking Georgie and Bailey in advance to be helpers i.e.: hand out newspapers/magazines or worksheets.
This gives them warning of the change as well as empowering them to feel safe in the change.
start/complete work in time. Perhaps it would be good to choose him during class discussions to answer
some questions as he will know the answers and my not answer until prompted.
Encourage Amanda (and any other early finishers) to dig deeper and complete the extension task as well.
If this is done make time next lesson to share what the discovered.
Connor needs to have his Fm transmitter plugged into the AV system. Also provide him, and others that
want it, with the transcript of the video.
Students resources: newspapers/magazines (provided by the teacher), carbon footprint worksheets,
writing utensils.
Extension activities:
Get students to think about ways that they could reduce their carbon footprint. They can choose to have
another worksheet and do the same as the first activity but with a cleaner way of thinking, or they may
choose to write a paragraph about the changes they should/want to make to reduce their carbon
footprint.
Lesson #7 - How far has our food travelled?

To be responsible global citizens students need to be aware that the choices they make have the power
to influence the environmental footprint they leave behind. This activity will encourage students to
look at saving energy simply by being more aware as consumers. It looks at distances needed to
transport food to our table and the amount of energy needed and greenhouse gases released, to do
this. Students look at the amount of energy used and the CO2 produced from imported ingredients
compared to local ingredients and explore ways in which CO2 emissions can be reduced by making
better choices as consumers.
AusVELS
Year Five
Mathematics
Measurement and Geometry
Choose appropriate units of measurement for length (ACMMG108)
Data representation and interpretation
Construct displays, including column graphs appropriate for data type, with and without the use of
digital technologies (ACMSP119)
Location and transformation
Use a grid reference system to describe locations. (ACMMG113)
Year six
Mathematics
Using units of measurement
Connect decimal representations to the metric system (ACMMG135)
Convert between common metric units of length (ACMMG136)
Solve problems involving the comparison of lengths using appropriate units (ACMMG137)
Geography
Geospatial skills
Use maps to accurately describe the distance and location of places
Year five and Six
Interpersonal Development
Students work effectively in teams and take on a variety of roles to complete tasks of varying length
and complexity.
Students accept responsibility for their role and tasks.
Cross-curricular priorities
Sustainability
OI.3 - Sustainable patterns of living rely on the interdependence of healthy social, economic and
ecological systems.
OI.6 - The sustainability of ecological, social and economic systems is achieved through informed
individual and community action that values local and global equity and fairness across generations
into the future.
Learning outcomes: Students learn that a larger amount of greenhouse gases is produced by
importing food and that the choices they make as a consumer plays a role in the health of our
environment.
Assessment:
Prior knowledge is assessed via think pair share activity at the beginning of the lesson.
The formative assessment in this lesson is based around a collaborative exercise recorded
on group worksheets. Students have differing tasks within the assessment which allows the
teacher to delegate roles to students based on the differing learning needs of students.
This differentiation encourages students that would find some of the work prohibitive to
be active and meaningful participators in the task.
The roles in the groups are:
Materials Officer Collects and returns all materials needed by the group and selects the product to
be studied
Researcher Finds out where the product comes from and where that is on the map
Calculator Uses the string to measure the distance and calculates the distance
Reporter Records the distances on the worksheet and reports to the larger group
Dividing roles of in this manner, not only allows students to participate in the activity in ways in
which they feel more comfortable, it also allows them to feel ownership over their roles; Benefit
from peer learning and support; and experience group work in a delegated structure.
Timing
in
minutes
Procedure:
Teacher activities:
4
Engagement: Connect to previous learning

Ask students to watch Black balloons add
https://www.youtube.com/watch?v=ftkt7bPFk5w
Have the sound turned down.
Re-play with the sound up.
Were you right?
Learner activities:
Revising learning on Co2
producing activities.
Watching video
Think pair share - What do the
balloons represent. What is the
and trying to say?
Procedural steps:
Explain - We are going to be looking at one way that
the food that we choose to buy can have an effect on
how much greenhouse gasses are produced.
Facilitate discussion -
Students provides answers i.e.

farms, garden, supermarket.
Where does our food come from?

How does the food get to the supermarket?
Possible answers, truck, boat,

plane.
Point out that each of these use energy to transport the

food to them, and all produce carbon emissions
Model using 2 min noodles
3
Select or ask for a volunteer to find where it is made. Get
them to show where they found information
Volunteer locates made in ..i.e.

Singapore
Where is Singapore? Can someone point it out on the

Map?
Volunteer locates Singapore.
How Far is that? How could we work it out? If necessary

explain the use of scale on map
Student locate scale and given

streamer to mark, tear and
measure. Distance.
Model use of scale to work out answer.
I.e. 1:45,000,000
= 1cm : 45,000,000cm
=1cm: 450,000m
=1cm: 450km
Measurement on map from Australia to Singapore =
15cm
15 cm = 450km x 14
15cm = 6300km
Bring out black balloon and remind class that this
balloon represents 50g of CO2
Ask students to get calculators and work through the

following as a class
1 litre of petrol = 2.3 kg CO2, or 2,300 g.

50 g in 1 black balloon. So 2,300 g / 50 g = 46 black
balloons per litre.
If a car uses approximately 10 litres per 100 km, then this
is 460 balloons for every 100 km travelled
With calculators students work

through the following.
Or 4.6 balloons per km.

So distance on map X 450 X 4.6
2 minute noodles = 28,980 balloons
Discuss this answer. Are you

surprised? Do you think this
answer is accurate?
Ok That was 2 min noodles, now we are going to work

out how many KM and how much CO2 was produced
to make a simple pasta meal.
Bring out pasta ingredients
Split class into groups of 4
15
1. Materials Officer Collects and returns all materials

needed by the group and selects the product to be
studied
2. Researcher Finds out where the product comes
from and where that is on the map
3. Calculator Uses the string to measure the distance
and calculates the distance
4. Reporter Records the distances on the worksheet
and reports to the larger group
Explain extension task - hand out pieces of extension

worksheet. This task is scientifically flawed - Why?
Roam, encourage students to think deeper.

-are you surprised at what you are finding?
-do you think people think about where the food has
come from when theyre shopping?
Each group collect

Map, Streamer, Sticky tape, Ruler,
Pencil, Calculator, Worksheet
Each group is then to:

Find where the product comes from
Find this place on their map
Using the streamer, measure the
distance from where the product
was made to where they live.
Using the scale (and a calculator if
necessary) calculate the distance
the product travelled to get to their
plate
Work out how many black balloons
this is equivalent to
On the streamer write the product
name, where it was made, the
distance it travelled and
The number of black balloons it
took to get the product to your
plate.
Record on the worksheet.
15
Get students to gather at front of class bringing

worksheets pens and streamers. Ask Materials officer
students to return products to the front of class sorting
them into imported and Australian products.
Materials officers sort products into

local and overseas.
Ask reporters to share findings.
Reporters share findings with other

groups making comments about
how they feel about it.
How can we make a graph with the streamers? What will

it show? Ask Researchers to do this.
- What do you think about the results? Is anyone
surprised?
- Why does it matter?
How can we use the streamers to show the total travelled

by the overseas products vs the Australian products? Ask
Calculators to do this.
Return students to group work areas.

.
Researchers sort and streamers

lying them side by side into longest
to shortest (forming a graph). Place
products underneath this. Discuss.
Calculators join the streamers

with sticky tape according to local
and overseas (for each recipe) to
illustrate the
total distance ingredients travelled
to get to their plate for each recipe
Groups return to work spaces and

complete rest of sheet.
Conclusion:
Return students to front of class. Ask students to
Discuss and reflect upon what they have learnt. Were
there any surprises etc.
- What are the alternatives?
- What actions can we put into place to help the
environment?
Class discussion
Ask if anyone has some answer to share on the extension

task?
Students with thoughts on the

extension task share them with the
class.
Even though this experiment is not scientifically accurate Are the results still relevant?
Discuss.
Facilitate clean up
Clean up
Teachers resources: A world map Rulers, streamers, sticky-tape and calculators to work out
distances, Worksheet (see appendix 2)
Imported and Australian products- making sure origin is stated.
Pasta - Olive Oil - Cheese - Tomatoes - Garlic - Mushrooms - Capsicum - Olives
The group work in this lesson is designed in a manner to be able to differentiate learner activity to
either focus on areas of improvement or allowing them to contribute with their strengths. The roles
given to students should be given careful consideration. For some students this may be giving them
roles to stretch their capacities in certain ways for example the reporter role may be given to
students who need practice in presenting information. Just as crucially though, some students if
asked to fulfil roles they are not comfortable and are at risk of disengaging from the activity. The
following are suggestions for some of the students. These are just suggestions and adjustments
should be made with student input.
Georgie - Reporter, Georgie loves sharing information with the class. If given mathematical tasks that
are beyond her ability Georgie quickly disengages.
Bailey: Materials office. By being in control of what products the group is doing will help give Bailey a
sense of importance in the group. This is crucial for his participation
Daniel - Calculator. This is the most likely role to keep Daniel cognitively engaged.
Austin - Austin would work well in any of these rolls, to keep on task it may be best to give him
reporter role and let him know that he will be contributing the answers after the work is complete.
Connor - Calculator - Connor is great at maths and will be engaged by this role. It is important for
Connor (and all students) that the example mathematical calculations be written clearly and left
visible for the remainder of the lesson.
Amanda - Amanda is capable of doing any of these tasks but calculator is most likely to keep her
cognitively engaged.
Differentiation through extension activities- Students should be reminded regularly that if they have
any ideas about why this activity may be scientifically flawed to write them down on their group's
activity review sheet. This is helpful to engage students like Amanda and Daniel (as well as others in
the class) in higher order critical thinking and is a positive means to engage these cognitively
advanced students. This task is beneficial to all learners, even those that arent initially aware of the
scientific flaws of the activity. It facilitates a peer learning process in which students to share their
thoughts with their group and later to the class as a whole.
Students resources: worksheets, calculators, rulers.
1) Design a slogan to make other people aware of the most important thing they have learnt from this activity.
2) Read http://www.gizmag.com/shipping-pollution/11526/
Write down the 5 most interesting facts from the article and 3 questions.
Lesson #8- Revitalizing our school food garden

This lesson is designed to introduce students to working as a team in order to design and plan a food
garden. The skills they gain from this activity will allow them to be able to plan for any task that they
may face, in an orderly, detailed and efficient way.
This activity aims to get the students thinking about different ways in which their school, and ultimately,
the world can create healthy and sustainable resources, in this case, a food garden.
This lesson is the start of the exploration of sustainable food sources which will ultimately lead to the
students creating a food garden in their school and with the help of their peers, teachers and
community members, they will also maintain this food garden.
AusVELS
Year 5
Individually and in small teams, students develop possible solutions in response to design briefs, using
simple mind maps, sketches, plans and annotated drawings, labelled diagrams models and flow charts.
Mathematics
Choose appropriate units of measurement for length, area, volume, capacity and mass (ACMMG108)
Science
Science understanding: Biological sciences
(ACSSU094)
Year 6
Investigating and designing
Students contribute to the development of design briefs that include some limitations and specifications.
They describe how their intended product will function or be used, and what it will look like in the
context of the requirements of the design brief.
Mathematics
Solve problems involving the comparison of lengths and areas using appropriate units (ACMMG137)
Science
Science understanding: Biological sciences
(ACSSU094)
Learning outcomes:
Students will learn how to work as a team to plan a food garden, including what will go in it, how it will
look and how it will be built and maintained. They will also be able to explain the importance of a food
garden and how it can assist in maintaining a sustainable school/planet.
Assessment:
The summative assessment that will be used in this lesson will be the plans that the students create using
the knowledge they have learnt about food gardens. It will also include the slogan they have created to
express why local food gardens are important for sustainable food production. The plans will be handed
to the teacher at the end of the class and it will be determined if learning has occurred by the features they
have added to their designs. Students plans, and therefore their assessment, will differ as they will be given
the opportunity to create their food garden plan in any way they feel like would like to, such as writing their
plans or drawing their plans. This is so that each student can express themselves the way they feel most
comfortable and in a way that will maintain their engagement throughout the entire lesson. If particular
areas of the plan seem to be left out from many students work then another lesson may have to be
organised to meet these needs.
Timing in
minutes
Procedure
Teacher activities:
Learner activities:
Engagement:
Watch most of the video:
https://www.youtube.com/watch?v=J7Sq2ae_iKU
Stopping to make notes on the board and prompt
discussions around the different ideas in the video.
Students watch video with the idea

that they will be involved in
discussion around the different
needs of a food garden and how
we will plan it.
Procedural steps:
Explain: We are going to be learning about different ways in which we

can use a food garden to promote a sustainable school and why this is
important.
Explore: (The school has a food garden already that has no active
fruits or vegetables as it has not been maintained or looked after).
Take students to where the food garden currently is.
Brainstorm: Teacher facilitates the discussion around these questions to

get the students really thinking about all aspects of a food garden.
What do we already know about food gardens?
What is a food garden?
What types of food can grow?
What is wrong with our current food garden?
What kind of things do we have to consider when planning a

food garden?
Bring students back to class.
Model: Drawing on parchment paper or the white board model drawing

a food garden in the school, with the help of the students, including the
things that were discussed in the brainstorm.
Offer alternative ways of planning their food garden, to ensure everyone
is engaged and learning the way they do best. Way that they can
produce their plan include
Drawing
Writing the plan step by step
Writing a story with the plan
Using a voice recorder to talk about your plan
Students can ask for approval of other ways

Students are given the option to work on their own or with a partner or
small group, no more than 3.
Students line up and go out to the current food

garden. Sit or stand near it depending on the
weather.
Students give answers and contribute to class
brainstorm
Possible answers include:
They need to be watered

It is a place to grow fruit and
vegetables
We can grow carrots, lettuce,
cucumber
We need to think about where we
are going to put it.
Students offer suggestions of ways to plan and

what to include in the plan for the model food
garden.
25
Also have a quick discussion about what a slogan is. A

short and striking or memorable phrase used in
advertising. What slogans do they already know?
Students need to create a slogan for their plan that
articulates why local food gardens are important for
sustainable food production.
Planning: Teacher roves while students are creating
their plans, offering assistance when needed and
answering questions. Teacher observes the technique
the students are using to create plan and if they are
including all of the necessary information.
Pack up: Give the students time to pack up, write
their names on their work and hand to the front so
that the teacher can collect them.
Conclusion: Bring the students back to the floor. Have

some reflection time about the lesson. Have 1 or 2
people/groups share their plans. What did they
enjoy? Types of ways they made their plans, What
kind of things did they include? What did they find
tricky about the task?
Students contribute to discussion, giving

their input in regards to their prior
knowledge of slogans and which slogans
they have heard before.
Students work on their own, in pairs or in

small groups of 3, to create their plan for
their food garden. They should be
including the things that were discussed
earlier that need to be included or
considered when planning for a food
garden.
Students come to the floor after packing

up and handing their work to the teacher.
Students contribute to reflection time.
Teachers resources:
Examples of types of food gardens

Books on fruits and vegetable gardening

Every class has varying learning styles. In this class there will be students that enjoy writing, drawing, making etc.
and this is why the lesson/assessment should be allowed to be created in the way that they best feel helps them
learn and express themselves.
Below are some examples of students and ways in which the lesson could be differentiated for them:
Georgie Georgie loves story writing, and the option of being able to write a story about designing or creating the
food garden should be given to everyone, still with the provision that the special needs of the garden are met in
the story.
Bailey- Bailey really enjoys drawing, this is why being able to draw his plan should be an option.
Daniel Daniel is very articulate and is able to best emphasise his learning and his ideas through his words. The
option for him to record his ideas using voice recording technology should be available.
Austin Similar to Daniel, Austin prefers to use his words to express himself, the voice recording option could also
work well for him. Perhaps Austin and Daniel would work well in a group together, as they will both be recording
their ideas. Alternatively being put in a group with drawers or writers could assist in both students learning.
Connor Connor is a very visual person and enjoys drawing pictures. Similar to Bailey, he should be allowed to
draw his ideas.
Amanda Amanda is a very fast worker and enjoys multiple ways of expressing herself. Amanda should be given
the option or the task of possibly writing a plan or story for the food garden design as well as drawing a picture.
This will keep her cognitively engaged and expressing herself in a variety of ways.
Students resources:
work books
rulers
coloured pencils
If students are finishing their task early then they may go on to thinking about how we could use the food we
produce from the garden to assist in a fundraiser for other sustainable initiatives. They will come up with ideas for
the fundraising as well as what other initiatives we would like to raise money for.
Lesson #9 - Waste
Learning Purpose/Rationale: This lesson is designed to get the students thinking about the amount of
rubbish or waste their school is producing. It is aimed at getting the students using mathematical
strategies and skills, such as surveying, to find out how much waste each year level in their school is
producing.
The skills and information the students learn from this lesson will scaffold the next lesson on this topic. In
the next lesson they will be interpreting this data in order to find solutions for ways in which we can
reduce the amount of rubbish or waste the school is producing.
Ultimately these lessons are designed to get the students thinking about the amount of rubbish they are
contributing to the planet and ways in which we can reduce this to ensure a sustainable environment.
AusVELS
Year 5
Mathematics
Data Representation and interpretation
Pose questions and collect categorical or numerical data by observation or survey (ACMSP118)
Science
Science as a human endeavor: Use and influence of science
Science Inquiry Skills: Planning and conducting
(ACSIS086)
Year 6
Mathematics
Data representation and interpretation
Interpret and compare a range of data displays, including side-by-side column graphs for two categorical
variables (ACMSP147)
Science
Science as a human endeavor: Use and influence of science
Science Inquiry Skills: Planning and conducting
(ACSIS103)
Learning outcomes: Students will learn to use a survey effectively to find out how much waste
each year level is using in the school. This will be a lead up class to introducing how to
interpret this data and find solutions to improve the schools sustainability in regards to waste.
Assessment:
This lesson will have a formative assessment that is based around finding out what the students
learnt, enjoyed and struggled with in this activity. The exit slip is a great, quick way of finding this
information out. The students will be given 5 minutes
reflection time at the end of the lesson in which they will fill
out the form below. They will need to have this filled out and
handed to the teacher before they can leave. This is self reflecting and also valuable feedback for the effectiveness of
the lesson for the teacher for future teachings of this lesson.
In order to allow for differentiation, the students will be
given the option of drawing their reflection or orally
explaining to the teacher.
Timing in
minutes
Procedure
Teacher activities:
Engagement:
Read picture book In the Bin by Kellie Bollard.
In the Bin is a great introduction to correctly sorting
household, or school rubbish and the concept of
reduce, reuse and recycle.
Learner activities:
Students listen to the book and take

in the different concepts.
Procedural steps:
Explain: We are going to be learning about waste or

rubbish and how much our school is producing. This will
lead us into thinking about and implementing solutions to
this problem and helping us maintain a sustainable and
healthy school environment.
Brainstorm: Teacher facilitates discussion to gain
understanding of students prior knowledge.
What do we know about what happens to our
rubbish?
How might we find out how much rubbish the
rest of the school is using?
Once the conversation has been lead to surveys. Teacher
write answers on the board.
What do we have to include in our survey?
What are some questions we are going to ask?
How are we going to survey everyone in one
lesson? Split into groups and survey year levels.
Model: Create a class survey basic structure on the board.

Students provide information for this while the teacher
draws it up and writes it on the board.
Students work in pairs or small groups of no more than 3
for this task.
Students contribute to class discussion

providing answers to the questions
asked by the teacher.
Possible answers include:

What the question is
Year level
Yes or no, agree or disagree
Do you recycle when you are
school?
Do you bring your lunch in
wrappers?
Students give answers and

contribution to the creation of our
class survey.
Students get into groups or pairs.
10
24
Write it up: Teacher walks around observing the

students and assisting them in writing up their survey
sheet based on the model one on the board. All
students need to have the same questions to ensure
the survey data is accurate from each year level.
Students write up their survey sheet

to take around to the different
classes.
Survey time: Teacher sends students around to

different classes (Need to be organised with other
teachers to ensure this is ok) Teacher stays in
classroom to help those still working on surveys or
those who finish early and return to class. At this age
and year level students are expected to be able to be
trusted to do this task effectively and sensibly.
Students conduct surveys in their

chosen year level.
Pack up: Allow students time to pack up and return to

the floor for reflection time.
5
5
Conclusion: Sitting in their groups still, students

discuss and share some of the things they learnt
about how much waste our school is producing.
Which year level produces the most?
Students come to the floor after

packing up.
Students contribute to reflection

time.
EDU3SDL
Sustainability Inquiry Unit
Chris, Jessica, Stephen
Teachers resources:
In the Bin book by Kellie Bollard

Resources for students: rulers, pencils etc.

Every class has varying learning styles. In this class there will be students that enjoy writing, drawing, making etc.
and this is why the lesson/assessment needs to be differentiated so that all students have an opportunity to learn
and express themselves in the way that they feel works best for them.
Below are some examples of students and ways in which the lesson could be differentiated for them:
Georgie Georgie loves to write but has a bit of trouble with maths. In order for her to stay in engaged and get the
most out of this class, it would be good if Georgie was paired with someone who was of a higher level in maths so
that the surveying is done correctly. Georgie would enjoy being given the task of writing out the questions. She
would also love to be given the opportunity to present her work at the end of the class.
Bailey- Bailey is not very strong when it comes to writing. In order for him to stay engaged it would be good if he
could be partnered with someone who was a strong writer. This would help him relax and not feel too pressured.
Daniel Daniel is a strong reader and writer and although he would prefer to work alone, being placed with a
student that will allow him to do most of the writing aspect would keep him engaged and interested in the task,
even with a partner.
Austin Austin wouldnt need much differentiation with this task and he is a strong reader and writer and well as
quite capable at maths. He may find it a little daunting to go class to class, so being placed with students that would
prefer to do the talking side while he takes notes would be the best option for him.
Connor Similar to Georgie, Connor is strong writer and not so strong at maths. Being paired with someone who is
more willing to take on the maths side of the survey would keep him most engaged. Also he will find it quite scary
to go class to class due to his hearing impairment. Therefore being partners with someone who is more confident
with public speaking.
Amanda Amanda will finish her work quickly and may feel that her group is too slow, so being paired with other
students that are of a higher level as well, this would help keep her engaged as they would all finish the work early
and be given the extension task.
Students resources:
Workbooks
Rulers
Pens or pencils
Extension activities: Groups that finish early will begin interpreting this data (which would be the next
lesson). They will begin looking for patterns and putting their data into appropriate graphs or tables.
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Lesson #11 Rivers Journey

Learning Purpose/Rationale: Students participate in an interactive narrative of Danny the Drip's journey
through the Murray river. They learn about the varying ways in which human activities affect the river
system and the pollutants involved in these activities. Through this process students are encouraged to think
about possible solutions to these issues.
The school itself is situated close to the Murray River and many of the impacts of human activity that are
depicted in the story are relevant to the local area. This makes the story particularly relevant to the school in
allowing students the opportunity to explore solutions to local issues.
English:
Use comprehension strategies to analyze information, integrating and linking ideas from a variety of text sources
(ACELY1703)
Humanities:
Students explore how humans have affected the Australian environment. Examples could include: Aboriginal and
Torres Strait Islander communities care of the land; clearance by farmers and subsequent problems of land
degradation and salinity; and protection of the natural environment through the creation of nature parks, national
parks and marine parks.
Science:
The growth and survival of living things are affected by the physical conditions of their environment (ACSSU094)
Science involves testing predictions by gathering data and using evidence to develop explanations of events and
phenomena (ACSHE098)
Use equipment and materials safely, identifying potential risks (ACSIS105)
Learning outcomes: Students gain an understanding of how human activity effects or water systems and
the pollutants associated with these activities.
Students are encouraged to contribute to finding solutions to local environmental issues.
Assessment:
The differentiated assessment task in this lesson is a summative assessment of the students
ability to comprehend oral and/or written text narrative and understand the information in this
text. Differentiation occurs via providing extra scaffolding for those students who need it, and
providing an extension task for those needing an extra challenge.
Assessment task
To create a visual depiction of the part of the story that they participated in (added the pollutant)
including what the pollutant was and the cause of it. For students needing extra scaffolding the
teacher can provide them with a physical copy of their section of the story. As an extension to this
students can be asked to visually depict or write their thoughts on a possible solution to this
problem.
Timing in
minutes
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Procedure:
10
Teacher activities:
Learner activities:
Engagement: Looking after our waterways is a

fundamental aspect for keeping our environment
healthy. The teacher will read aloud the story of Danny
the Drip to students.
Whilst listening to the story of the

Danny the Drip, students will be
asked to think about what happens
to the quality of the water as the
river flows along its journey.
See Appendix 3 - Danny the Drip.
Procedural steps:
Students have a quick share time where they
discus/make predictions about what will happen to the
water at the end of the story?
Students will break off into small groups assigned by the

teacher and will be handed pollutants that will be added
to the river as they are mentioned in the story.
10
The story will be read again. As the pollutant is

mentioned in the story, the group who has that item will
come forward and dump it in the river. Students will
need to be reminded to listen carefully to their section as
there will be some more work done on that later.
2
3
Students to work together in

groups
Students wait and listen for the

right time to dump item
Upon the conclusion of the story students have some

time to inspect the new conditions of the river
Students observe work
Students then re-group as a class and discuss whether or

not their prediction was correct.
Students then move back into their groups and are given
their piece of information on the river. Their task is to
now create a visual depiction of the pollutant and how it
affects the river in the part of the story that they just
participated in.
20
Students come back together to share what they have

created.
Students working in groups
Present ideas to whole group
5
Teachers resources:
Clear container of water (e.g. an aquarium)
Lined rubbish bin
Clean up cloth
Stick or spoon for stirring
Rubber gloves
Pollution (see Preparing the pollutants)
The River Murray Story text (See Appendix 3)
Before conducting the River Murray Story session you will need to prepare a small amount of each type
of pollutant mentioned in the story. Teachers can prepare these with the class or allocate one type of
pollution to each student and ask them to bring them from home. Small jars, such as baby food
containers, or plastic containers with lids are ideal.
See Appendix 4 for instructions on pollutants.
EDU3SDL

Georgie, Bailey and Austin all have varying difficulties with change in the classroom. Austin should be
told about the change the day before this happens. This gives him time to process the change.
Asking Georgie and Bailey in advance to be helpers i.e.: hand out containers to the groups
start/complete work in time. Perhaps it would be good to choose Daniel as a group leader, to be in
charge of reporting back to the class.
Encourage Amanda (and any other early finishers) to dig deeper and complete the extension task as well.
If this is done make time next lesson to share what the discovered.
Connor needs to have his FM transmitter plugged into the AV system. Also provide him, and others that
want it, with a physical copy of The River story.
Some parts of the story may be more challenging than others to depict. For those students that need a
challenge, provide them with a section of the story about pesticides or salt and those students that need
a simpler part, assign them a part about rubbish. Also, if some students have trouble reading, provide
them with an abridged, simpler section of the text for them to work with.
Students resources: Writing tools/utensils, paper for writing/drawing on.
Extension activities: Students can draw or use text to create an idea that might help pose solution to the
problem in their section of the story. For instance if their section was about rubbish, students would
come up with a way to reduce rubbish being introduced into the waterway.
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Appendix 1
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Appendix 2
Energy Worksheet How far has your food travelled?
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Appendix 3
The River Story
This is the script that the teacher reads to the students.
N.B. Where it says manure, substitute with mud.
Danny the Drips River Murray Story
The story begins faraway in the upper parts of the catchment of Eastern Australia.
Dannys journey begins in the mountains, where the rain and melting snow run off the mountains
into a stream. This stream is crystal clear and the water is clean and cold. As Danny travels down this
stream, many other streams and creeks join up along the way until he reaches the Murray.
As the river runs down the hills, Danny comes across a boat. This boat is old and needs a service and
is leaking boat oil directly into the river. Oh dear, thinks Danny, The fish and birds arent going to
like this.
Oil can form a film over the top of the water that makes it hard for the animals to breathe! Fish
and water bugs wont be able to breath and they might die.
Oil can stick to birds feathers and make it hard for them to fly.
Using the river for boating and swimming is great, but we need to make sure we look after our
Boats so that they dont leak oil into the water.
ADD THE BOAT OIL POLLUTANT TO THE WATER.
As Danny travels further downstream he comes across some dead river red gums, salt, and in the
distance he can see a weir.
ADD THE SALT TO THE WATER.
Has everyone seen a weir or a lock going across the river? People have put these in the river to
regulate the water. Sometimes before we had locks the water would go up and down a lot during
floods and sometimes would drain away altogether. River Red Gum trees can tolerate water all
around them for about two years, but after that they will probably drown.
Having the locks in the river also means the salinity levels are sometimes high and the Red Gums
dont like salty water! Now that we have locks we dont have as many floods to wash away the salt!
The water just stays at the same level all the time.
As Danny continues his journey he suddenly gets sucked - SSSSLURRP - up into an irrigation pipe and
gets pumped across the countryside into an irrigation channel.
As he travels down the channel, he passes a paddock full of cows and sheep.
ADD THE MANURE TO THE WATER.
Manure left in the fields can wash into waterways with rain, and this causes increased nutrient levels
which can cause animals and plants to die.
We could make sure that the rivers and waterways are fenced off so that the cows cant poo near
the water, and we can clean up after our dogs too!
As Danny waves goodbye to the friendly sheep he has just passed he sees a farmer riding a big shiny
red tractor. As Danny looks at the tractor, he notices the water becoming increasingly dirty. He
realises there is lots of soil floating on top.
ADD THE DIRT TO THE WATER.
Ploughing fields loosens top soil and this soil blows into the river and runs off with rain. Increased
soil then sinks to the bottom and make the river bed silty.
Danny continues on past the farmer and flows down the channel into a town. Danny is very excited,
hes never been to a town before. While he is looking about in wonder at all the buildings, he notices
that his ride in the river is becoming quite bumpy as he squeezes past all the rubbish in the water.
ADD SOME RUBBISH TO THE WATER.
Rubbish in the streets often finds its way into our waterways, and not only does this look horrible,
it can be very dangerous to the fish and other animals that live in the rivers.
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Imagine you are a fish and you suddenly find yourself stuck in a plastic bag. The more you wriggle
around the more you get stuck.
We need to make sure we clean up after ourselves and put rubbish in the bin, NOT in the street.
We could also recycle things like paper, plastic, cans and bottles.
As Danny passes the town he can see more fields in the distance, and with that he feels himself
being sucked - SSSSSLURP - up into another pipe, and is spun around and around and around until he
is very dizzy and gets spat out onto a field.
Danny realises he is being used to water the fields. He becomes very worried about how he is going
to get back to the river, when he sees a strange mist coming over him. Its fertiliser being sprayed on
to the fields.
Now Danny is getting very scared, he feels all sticky and yucky. He looks up at the sky wondering
what to do, when a dark cloud comes over and big drops of rain begin to fall. The more rain that
falls, the further Danny is washed over the fields, until finally he feels himself go PLOP! Back into the
river.
ADD THE FERTILISER TO THE WATER.
Explain that farmers use fertilisers on their crops to help the crops grow, but when it rains the
fertiliser washes back into the river.
We need to make sure we only use a little bit of fertiliser, and that we put it on our crops when its
a dry, still day so it doesnt blow or run into the river.
Danny is back in the main river, and he comes across a factory. He can see big chimneys with steam
blowing out the top. The river starts to turn a funny red colour and Danny realises that the factory is
releasing chemicals into the water.
ADD THE CHEMICALS TO THE WATER.
Water run-off from industrial sites can contain chemicals that are harmful to the plants and
animals.
We need to make sure that people who are using chemicals are getting rid of them properly and
not letting them run into the waterways!
As Danny continues down the river he can see apple trees growing alongside the river. These apples
are big and red and juicy. The farmer has been working very hard to keep the insects away from
them, using pesticides.
ADD THE PESTICIDES TO THE WATER.
Pesticides wash into the river in the same way as fertiliser.
Pesticides can kill animals and make the water unsafe to drink and swim in! We could grow
organic foods so that we arent using these nasty pesticides.
As Danny leaves the big red juicy apples behind he feels the current in the water start to get
stronger, and he is pulled towards a weir. Danny is sucked through the weir and drops out the other
side, feeling very shaken and unsteady.
STIR THE WATER MIXTURE.
Explain that weirs and locks are used to regulate water, but it means that fish and other animals
cant go upstream anymore.
As Danny continues his journey he passes a building site where there is a cement truck and lots of
cars. He looks around, very interested in what they are building, until he realises the water has
become very sludgy and oily.
ADD THE GRAVEL AND OIL MIX TO THE WATER.
Explain that when we use our cars they leave rubber and oil on the road and this washes into
storm water drains that lead to the rivers and sea.
Some towns dont let their storm water run into the river. They recycle it and clean it and use it on
the town gardens.
As Danny bobs along down the river he can see a wetland. He realises that this is the irrigation
channel that he was in before meeting the river, although the people have been very good in making
it a wetland for all the birds and animals. There is a lot of stuff, grass, leaves, and detergent coming
out through the channel.
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ADD THE GRASS CLIPPINGS, LEAVES AND DETERGENT TO THE WATER.

Explain that even though it is very good that the people have made a wetland, this traps all the
rubbish and chemicals in the water as it comes out, so it may not be very healthy. Willow trees are
not native to our system and even though they look lovely, they drop lots of leaves in autumn and
some of them even hang their branches in the water, using lots of oxygen. This means that fish and
other animals might find it hard to breathe.
When dad mows the lawn he could make the clippings into compost and put it on the garden!
As Danny passes the outflow he realises he is at the mouth of the river, and he can see the sea.
Danny is very excited and as he is swept out to sea, he comes across a marina with lots of boats.
Some of them are very new and shiny, but there are some that have not been used for a long time,
and they are leaking boat oil into the water.
ADD SOME MORE BOAT OIL TO THE WATER.
Oil can form a film over the top of the water that makes it hard for the animals to breathe! Fish
and water bugs wont be able to breath and they might die.
Oil can stick to birds feathers and make it hard for them to fly.
Using the river for boating and swimming is great, but we need to make sure we look after our
Boats so that they dont leak oil into the water.
As Danny looks out to sea, a big wave comes in and he gets washed over to the other side of river
mouth. Here the water is very yucky. He looks up to see a big pipe, with rubbish and sewage flowing
out of it.
ADD SOME MORE RUBBISH AND THE SEWAGE TO THE WATER.
Sewage gets pumped into the sea and can cause lots of problems, not just for the fish but also for
humans.
We shouldnt let sewage flow into our waterways. Some towns have sewage recycling where they
use the water on gardens.
As Danny looks back at the mouth behind him, he sees the very dirty water that is coming out of it,
and he becomes very sad to know that the people are not looking after the river.
THE END.
EDU3SDL
Appendix 4
EDU3SDL
Individual Reflection
Chris Amor
Freire (2000) argues that learning is an act of praxis ; the act of action and reflection. This is a cyclic
process in which the individual experiences the world - physically, emotionally and cognitively engaging in these experiences and responding critically. This process, however large or small, alters
the individual and in turn feedbacks to the world itself through the future actions of the individual.
In this way learning is the way in which we grow through a reciprocal connection to the world we
inhabit. Without this connection to the learning process, individuals are not only disconnected to
their growth, but their reciprocal connection to the world around them is also affected. This, I
believe is the larger consequence to what is often referred to as disengagement. This deeper
appreciation of disengagement is what classroom teachers need to appreciate when creating a
learning environment that is inclusive of all students. It is the teacher's responsibility, albeit shared,
to ensure that all our students experience this reciprocal connection to the world they inhabit and
thus experience the personal growth that comes from this connection. To facilitate this though, is no
mean feat. Teachers must recognise that every classroom is made up of a unique set of individuals;
all with unique experiences, understandings and needs - physically, emotionally and cognitively.
Because of this careful consideration needs to be put into the creation of the inclusive learning
environment. This process I believe can be broken into four key areas - Students: feeling safe, being
respected, being supported, and being connected. Although these four areas are ultimately
intrinsically linked and not able to exist in isolation with the others, I would specifically like to reflect
on the concept of safety and how it relates not just to classroom environment but also to curriculum
design and implementation. This was one of the major influences in my approach to working on the
group devised unit - Our School: Our Sustainable Future.
Maslow (1954) placed safety as a fundamental physiological need in his influential Hierarchy of
Needs. Students safety is undeniably crucial in creating an inclusive learning environment. Lewiss
(2009) Developmental management approach places emphasis on the importance of creating an
environment in which the right to safety is central. Without this sense of safety we can not rightly
expect students to be ably to engage appropriately in learning activities. This sense of safety must be
both physical and emotional and it is important to realise that the learning activities themselves are
connected to the sense of emotional safety. This is not to say that students should not be challenged
but rather that learning activities must be placed in what Vygotsky (1978) called their zone of
proximal development (ZPD). A the range of student ZPD will not just depend on their individual
capabilities but also their self-efficacy. If learning activities are placed outside of their ZPD then the
emotional discontent created from this will most likely negatively affects their self-efficacy and
create what could be describe as an unsafe emotional environment. Students reaction to this
presents itself through either a fight or flight response with the latter resulting in passive
disengagement and the former contributing to what Balson (1985) argues is the root of much of
student misbehaviour, a students lack of sense of worth.
Students differing literacy skills are often a major hurdle to participation in learning activities and
assessment tasks. This is particularly true as schooling progresses and more developed reading and
writing skills are required to access information and participate in assessment tasks. The lack of
these skills may make some aspects of participation more challenging for some students or exclude
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them altogether but there is no need for students differing literacy skills to be an excluding factor.
To address this issue in our unit design wherever possible we devised ways in which students could
participate in learning activities and assessment tasks in differing ways. Students are giving the
periodical giving the choice of recording their work through written or orally text, to use illustrative
skills to express their ideas or through role play or other physical activities. I believe that offering
these opportunities for different ways for students to participate is crucial for student engagement.
It also creates a culture in which students feel their ideas are valued and respected and not just
judged on the ability to present these ideas in a designated medium. This is not to say that reading
and writing skills should be ignored, but once students are engaged teachers have the opportunity to
capitalize on the strengths of students individual literacy skills as a means to scaffold learning in
literacy areas needing development. For example, in the Food Garden lesson in this unit a student
who struggles to write their ideas, may wish to first get their ideas of their food garden design down
as a drawing and once having done this will be more willing label the sections or write brief
descriptions of them. The students having been engaged through being allowed to express their
ideas through the medium they feel confident in is much more likely to engage in this written work.
The factors influencing the choice to differentiate the unit in this way, for me, were not based upon
the concept of individual learning styles, the notion that is often related to Gardners (1983) theory
of multiple intelligences. Rather this differentiation was designed as a means of creating an engaging
and effective means of students accessing and effectively participating in the curriculum based on
their needs and strengths. The distinction between students diverse learning needs and the concept
of learning styles is beyond the scope of this reflective essay but it should be noted that Gardner
himself has gone on record as saying that the [learning style] labels may be unhelpful, at best, and
ill-conceived at worst. (Strauss, 2013) and advises teachers to [d]rop the term styles. It will
confuse others and it wont help either you or your students. This is not to say that students dont
have differing factors that influence their learning, they do, but the concept of these being able to be
defined as styles is unsubstantiated and not necessarily helpful. The important thing is to focus on
the individual needs of the student and focus on designing an inclusive curriculum to meet these
needs.
References
Freire, P. (2000). Pedagogy of the oppressed. New York: Continuum.
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.
Lewis, R. (2009). The developmental management approach to classroom behaviour. Camberwell,
Vic.: ACER Press.
Maslow, A. (1970). Motivation and personality. New York: Harper & Row.Strauss, V. (2013). Howard
Gardner: Multiple intelligences are not learning styles. Washington Post. Retrieved 10 June 2015,
from http://www.washingtonpost.com/blogs/answer-sheet/wp/2013/10/16/howard-gardnermultiple-intelligences-are-not-learning-styles/
Vygotski, L. (1978). Mind in society. Cambridge: Harvard University Press.
EDU3SDL

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Our school: Our Sustainable Future

EDU3SDL Assessment 1a & 1b Inquiry Learning Unit & Reflection

Diverse Learner Profile - #1

Diverse Learner Profile - #2

Diverse Learner Profile - #3

Diverse Learner Profile - #4

Diverse Learner Profile - #5

Diverse Learner Profile - #6

Our School: Our Sustainable Future

Grade 5/6 Sustainability Unit Overview

How many Earths

Principal visits classroom and sets the

Watch excerpt of Climate change

Expanding on the understandings

Following on from the previous lesson,

Students are able to

energy the school

Students investigate key energy use

Our Energy -What

Students finish energy audit and

How far has our

Students look at the distance the

Following on from the last lesson

Students will learn

healthy living and raise money for

Students in this lesson collect data on the

Based on the information gathered in

Students participate in an interactive

Students revise their learning over the

final project sharing with class

Sharing with the

Students share with peers the aims of

Units links to AusVELS

Connect decimal representations to the metric system (ACMMG135)

Lesson #2 - Understanding the greenhouse effect

A summative assessment of students understanding of the learning outcomes of this lesson is

Engagement: Climate change is an issue that

Students watch video. With the

Teacher informs students to watch out for examples

Play video (see engagement section)

Model split mind map. Elicit a negative effect and a

Contribute to class discussion

Students work together to

Discuss what was shown in

Move outside. Sit down and

Move students to outside game area.

Carbon Dioxide Game. Tune in that this game helps

Explain that students need to individually:

Move students back to group discussion space and

Students play game and think

Students move inside. Sit at

Catering for inclusion:

Lesson #3 - How many earths do we need?

Teacher informs students to think about what their carbon footprint

Handout worksheets and get students to take one newspaper or a magazine

Students draw on their

Explain to students that they have 15 minutes to complete this activity.

Students have time to

Students compare their

Teachers resources: Videos

Catering for inclusion:

Lesson #7 - How far has our food travelled?