Emh304 11501113 3 2

EMH304 Assessment Two
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EMH304
HSIE: Education
for Sustainability
Project, Journal
and Lesson Plans
Josie Morrow
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Table of Contents
Page
Rationale
.
Journal entries
Field Visit 1
...
Field Visit 2
...
Field Visit 3
...
Field Visit 4
...
Learning experience 1
...
12
...
15
References
17
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Rationale
Winton Wetlands tells a story of economic, social and environmental
change. Situated in North-East Victoria between the townships of
Wangaratta and Benalla, this ephemeral landscape has a unique
opportunity to develop a significant nature-based attraction for
education, research and local engagement. With the role of the local
and regional community at the heart of this sites environmental
sustainable future, it prides itself on being a facility of the
community for the community (Winton Wetlands Committee of
Management, 2012). As individuals and their environment interact
in a variety of ways, this natural landscape is ideal for geographical
inquiry in the primary and secondary classroom.
The sequence of lessons designed for this natural site, will be
developed using the Humanities and Social Sciences (HASS)
Australian Curriculum. Playing an important role in harnessing
students curiosity and interest with the world they live in, this
subject
empowers [students] to actively shape their lives; make
reflective, informed decisions; value their belonging in a
diverse and dynamic society; and positively contribute locally,
nationally, regionally and globally.
(ACARA, 2016)
With an integrated and holistic approach to student learning, the
curriculum recognises the need to create authentic learning
opportunities that encourage students to develop, practise and
demonstrate their ability to question, think critically, solve
problems, make decisions and communicate effectively (ACARA,
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2016). Throughout this unit of study, students will engage in a range

of learning experiences that explore environmental sustainability
through the interconnections between people, culture and place,
identifying the significance of their shared relationships.
Human activities and interaction with the land have caused
environmental transformation on a local, regional, national and
global scale. Many negative environmental impacts have generated
long-term, and growing, focus on conservation and improvement of
human management of the environment (Goudie & Viles, 2009). The
evolution of Winton Wetlands is a prime example of how
conservation and management practices have impacted on the
environment, trying to return the site to its natural state. The ideas
of sustainable development aims to combine resource exploitation
with social, economic and environmental development as a means
of concerning the environmental future of the Winton Wetlands.
Influenced and driven by community connectedness, the site study
of Winton Wetlands will aim to continue to adopt this vision as
students will explore and evaluate the current human uses of the
land, analyse potential environmental issues and investigate
sustainable practices that protect the environment.
Journal
Isnt it ironic how you can live so close to a significant natural
landscape, so close it is in your very own backyard, yet take it for
granted. Formerly known as Lake Mokoan, the site of Winton
Wetlands has regretfully meant not much more than a signpost
beside the road to me. Despite driving past this historic site on a
weekly basis throughout my childhood, I have very few but fond
memories of the changing landscape. Lake Mokoan was an
extremely popular recreational tourist attraction. As kids, memories
of duck hunting season would go off with a bang whilst the majority
of our hours were spent learning to fish with my dad and uncle.
Fascinated by the size and scale, what felt like an endless sea of
blue, the Mokoan Yacht Club further added to the tranquillity of the
lake as its size and long uninterrupted wind runs were perfect to set
sail and beautiful to watch.
With its complex nature, the site of Winton Wetlands is one of the
very few places in Victoria that shares stories of settlement and
displacement, rebellion and struggle, depression and drought
agriculture and entrepreneurship, and hope and renewal, all tightlybound and well-documented. Not just addressing ecological and
cultural renewal, the Winton Wetlands Committee aim to replace
local recreational opportunities and create thriving businesses that
bring economic and other benefits to the local community. By
attempting to address environmental, social and economic
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challenges, this significant project and meeting place relies on

human interaction and sustainable use of the natural environment
as a means of capturing and sharing the history of the site to reengage all walks of life back with the land.
Field Visit 1
Date: Thursday, March 17th
Time: 12:00pm
Weather conditions: Clear, warm and sunny.
Land Use
Dining
Resting
Walking
Yoga
Bike riding
Photography
Recreational/Environme
ntal
Social
Economic
As I drove toward the Wetlands today I couldnt help but think of the
irony shared between the title of the location and the stark
comparison that presented itself as a spectacularly dry landscape.
With hope of observing land areas that linked the site with water, I
was yet to appreciate what the environment had to offer. I spent this
first visit taking in the scenery, with my senses heightened as I tried
to reorient myself from the pre-existing memories of what once was
Lake Mokoan.
The way individuals interacted with and the purpose of their
interactions was incredibly notable as the site was seen to benefit
from environmental, social and economic relationships.
Over the course of my field studies here at Winton Wetlands I am
going to focus on the current use of the land, observing and
recording the purpose and impact of human activity and the
sustainable future of this ephemeral site.
Humans and their environment interact in many different ways.
Significant for its cultural, social and environmental history, the site
of Winton Wetlands has a direct link with the Australian Curriculum,
Humanities and Social Sciences learning content:
ACHASSK112 ACHASSK113 -
The influence of people, including Aboriginal and

Torres Strait Islander Peoples, on the
environmental characteristics of Australian places
The environmental and human influences on the
location and characteristics of the place and the
management of spaces within them.
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With an integrated approach to teaching students about culture,

environment and sustainability, Winton Wetlands is a significant
natural, scientific, cultural and environmental landscape that can
provide students with an outdoor classroom. This natural landscape
offers students with an opportunity to engage with and become
involved in a range of learning experiences that are unique to the
rebuilding and renewal of its environment. Key environmental
themes that present and are integral to visitor education of the site
include:
Wetland Restoration wetland and grassland ecology
Indigenous cultural heritage
European settlement land use and social history
Natural environment
Ecological disturbance and restoration
Environmental management and protection
Climate change
(Winton Wetlands Committee of Management,
2012)
Field Visit 2
Date: Friday, April 8th
Time: 10:00am
Land Use
Walking
Yoga
Bird
watching
Bike riding
Dining
ntal
Social
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Economic
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This mornings visit saw many individuals utilising the space and the
recreational facilities that the site has to offer. Social and
recreational in nature there was a peaceful buzz throughout the
environment as the birds (magpies, galahs, wrens, eagles etc) were
circulating along with dynamic collective groups. Through the means
of recreational activities, yoga, bushwalking, bird watching and bike
riding, individuals interaction with the environment and human
activities were seen to be critical for its sustainable use of
resources and facilities.
As students build an understanding of a local environment and its
complex and intricate history, a site study based on the way people,
places and environments interact (ACHASSK112, ACHASSK113) with
one another could be conducted at Winton Wetlands. Through
geographical inquiry, students would develop the knowledge and
skills needed to evaluate the current uses of the land, analyse
potential environmental issues and investigate sustainable practices
that protect the environment. With an educated and holistic
understanding of the cultural, social and environmental landscape,
students would grow to develop informed values and attitudes as
they become aware of their own roles and responsibilities as active
and responsible citizens within their community.
Field Visit 3
Date: Saturday, May 14th
Time: 2:00pm
Land Use
Cultural
Festivities
Recreational/Environmen
tal
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Social
Economic
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Attracting more than 300 people, the Inaugural Mokoan Music

festival held today highlighted the values of Winton Wetlands and its
environmental future, community involvement and connectedness
to land. Held in the heart of the wetlands, this culturally inclusive
festival could be heard and seen from miles away. Offering
entertainment in the form of music, singing food, and culture, today
was made complete with the local engagement and interaction of
the community and its environment. Vibrant and bright, individuals
from near and far celebrated in the form of singing, dancing, eating
and communicating.
Made possible by a range of community stakeholders; Winton
Wetlands Committee, Living Culture Together and Multicultural Arts
Victoria, this diverse and unique festival signified the renewal of the
site as a place for people to come together and exchange, share and
celebrate their contemporary cultures. To ensure the success of the
festival, the Winton Wetlands Committee identified the collective
efforts needed from all parties. The sustainable future of the Winton
Wetlands project would not succeed if developed in isolation, as this
event as well as its future is heavily reliant on building strong
partnerships with local and regional organisations.
The cultural and environmental significance of todays events linked
directly to the Australian Curriculum, as interconnections between
people, places and components of the Winton Wetlands
environment were made. Bringing together the natural landscape of
this ephemeral site and local engagement, this unique site
contributes to the communities sustainable well being by providing
environmental, recreational, educational, economic and social
benefits.
Field Visit 4
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Date: Thursday, June 2nd

Time: 3:00pm
Land Use
Dining
Rest Area
ntal
Social
Economic
Returning to the Winton Wetlands today had me feeling elated,

despite the gloomy weather conditions and limited signs of human
interaction, a sense of connectedness with land was apparent. As
the only direct sign of human land use was seen within the confines
of the Mokoan Hub for dining and socialising, the natural landscape
was flourishing. The feeling that this site now held, following the
recent festivities of the Mokoan Music Festival paired with consistent
rainfall, had visitors like myself returning for all the right reasons.
To complete my journey, I chose to spend the afternoon walking the
main trails. With many stories associated with the Winton Wetlands,
some happy, some sad, I was accompanied on my walk with a
variety of stories told with the use of interpretative signage. Striving
to give people with a connection to the Wetlands a voice, the signs
shared their stories in an honest and authentic way allowing visitors
to live the life of these ephemeral wetlands. With the personal
anecdotes telling a story of the land, educational signage also
accompanied you along the many walking trails and bike paths
located throughout the site, informing and providing visitors with in
depth background knowledge and information of the restoration and
conservation of the site.
Winton Wetlands, with a detailed restoration strategy and
restorative measures in place, is a place of striking natural beauty.
With the aim to recover much of its ecological integrity in the
coming years, this natural landscape is expected to present a
range of opportunities for research and education into wetland and
environmental restoration (Winton Wetlands Committee of
Management, 2012, p. 10).
Unit/Lesson Title: Lesson One

It didnt always look like this
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Lesson duration: 90 min
Stage: 3
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Rationale
The aim of this lesson is to deliver a
comprehensive history and background to the
site of Winton Wetlands. Through a range of
information and text types, students will
analyse, interpret, discuss and explain their
understanding of the natural environment with
regards to the influence of people, place and
culture and how the idea of a sustainable
future can be achieved.
Prior Knowledge
Students can:
recognise the significance of events in
bringing about change and the
importance of the environment
explain how and why life changed in
the past and identify aspects of the
past that have remained the same
describe the experiences of an
individual or group in the past.
identify the interconnections between
components of the environment and
between people and the environment
Time
Content/Learning Experiences
Guide
Introduction (Engagement)
10min
Syllabus Outcomes
ACHASSK112 The influence of people,
including Aboriginal and
Torres Strait Islander
Peoples, on the
environmental
characteristics of
Australian places
ACHASSK113 -
The environmental and

human influences on the
location and
characteristics of the
place and the
management of spaces
within them.
Inquiry questions
How do people and environments influence
one another?
What makes an environment sustainable?
Present students with an image of the local Winton Wetlands site.

Who recognises this place?
Do you know why this natural local site is significant to our
community?
Re
Teaching
Strategies and
Quality
Teaching
Elements
Whole class
discussion
As a whole class discuss the question:

If it didnt look like this, what might it have looked like?
Ask students to suggest ways that they can find out what a place was
like in the past.
Possible responses could include: maps, photos, people, books,
heritage items.
Body (Exploration/Transformation/Presentation)
20 min
Introduction to Winton Wetlands. Dividing students into mixed ability

groups, provide students with a map and supporting images of the
history of the Winton Wetlands.
Trying to place the photographs/maps into chronological order,

students will discuss and frame inquiry questions as for the
reasons for change across the years.
Discussing what they can see in the images, students will draw
comparisons between the three stages of the sites life: Mokoan
Wetlands, Lake Mokoan and the Winton Wetlands, recognising
similarities and differences.
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Group work
Deep knowledge
10min
5 min
20 min
20 min
5 min
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On post it notes students will write their separate thoughts and ideas,
categorising/arranging them on a piece of A3 paper appropriate to
their classifying group e.g. recreation, industry etc.
As a whole class compile one large poster/presentation on the board
with answers from each group.
Whole class discussion on the full cycle that the Wetlands have
undergone, trying to return the land to its natural state.
What do you believe has influenced the land? Is it possible for
the land to have influenced individuals in return?
Students will now watch a clip on Winton Wetlands, exploring the
current uses of the land.
What word beginning with S would best describe the Winton
Wetlands project?
Explicit teaching
Sustainability
Working individually and avoiding discussion, students write four
different statements beginning with Sustainability is on their four
slips of paper.
The statements should capture their own understandings of the
concept of sustainability.
Groups of five are then formed to share and discuss what ideas
have been written.
Following their review, the group writes out a new sentence definition
that combines all contributions onto on the poster paper provided.
Graphics (symbols, cartoons etc.) should be added. Each group
presents their work.
Discussion of various contributions (which can be displayed in
class).
Independent
work
Three pillars of Sustainability

Students will begin to draw upon the three pillars of sustainability,
social, environmental and economic factors, questioning their
interrelationship and connection with the Winton Wetlands.
To understand the concept and importance of all three pillars, students
will engage in an activity where they are challenged to observe,
measure and record the sustainability of particular objects compared
to other objects. Ranking them from least to most sustainable
students will be asked to individually rank a plant (representing
environment), money (representing economy) and a photograph of a
volunteer group (representing social) in terms of their sustainability.
Once students have ranked the items they are placed into mixed
ability groups, sharing and discussing their ideas and reasons for their
choices. Each group will then use a process of critical thinking as they
discuss, debate and compromise to reach a collective ranking of the
objects.
One member from each group will explain their rationale for their
decision to the whole class, recording their reasons on the board using
a scribe.
- Whole discussion on how this particular scenario applies to the
sustainability of Winton Wetlands
Group explanations and class discussion is likely to shift toward more
nuanced analyses about what makes something sustainable and how
the three pillars are integrated.
Individual work
Conclusion (Presentation/Reflection)
Students will reflect on todays lesson by playing thumbs up/ thumbs
down. The teacher will assess students understanding and
competence of the content covered in todays teaching and learning
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Deep
understanding
Whole class
discussion
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experiences.
Unit/Lesson Title: Lesson Two

Winton Wetlands Site Study
Lesson duration: Field

excursion
Stage: 3
Rationale
The aim of this lesson is to provide an outdoor
classroom in the natural environment of the
Winton Wetlands. Through relevant and
authentic learning experiences students will
connect with people, culture and the land as
they focus on the influence of individuals and
their impact on the environment. With the
assistance of knowledgeable others, students
will evaluate the current uses of the land,
analyse potential environmental issues and
investigate sustainable practices that protect
the environment by engaging in a range of
teaching and learning experiences.
Syllabus Outcomes
Peoples, on the
environmental
characteristics of
Australian places
Prior Knowledge
explain how and why life changed in the
past and identify aspects of the past
that have remained the same
understand the relationship between
social, environmental and economic
sustainability
Inquiry questions
How do people influence the human
characteristics of places and the management
of spaces within them?
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ACHASSK113 -

location and
place and the
within them.
Re

Time
Guide
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Students will travel to the site of Winton Wetlands via bus.
Students will be greeted by members of the Winton Wetlands
Committee and representatives of the Yorta Yorta Nation who will
officially welcome the students to the Wetlands with a traditional
Welcome to Country and Smoking Ceremony.
-
Teaching
Strategies and
Quality
Teaching
Elements
-
Individua
pair,
group an
whole
class
work
Explicit
and
modelled
learning
experienc
es.
Identifying the significance of culture awareness and

connectedness with land, students will listen to the sharing of
Indigenous, post European and pioneer settlement stories
conveyed by the rich cultural heritage of the place.
Accompanied by members of the Winton Wetlands Committee, small
groups of students will participate in an interactive tour of the site
observing, measuring and recording the impact of human use on the
site e.g. recreational activities/opportunities, engagement with
sustainable practices, waste management etc.
Students will be encouraged to document their journey using
photographs, voice recordings and written notes.
Students will also be made aware of, introduced to and understand the
importance of a range of environmental sustainability management
practices recognising their significance and importance to the land.
- Natural revegetation of the river red gums
- Replanting of Indigenous plant species
- A proactive program of feral animal and weed control
- A best practice fire management program in collaboration with
DSE & CFA
- Supporting local volunteer groups undertake a range of
restoration activities.
Students will complete their visit by getting involved in the tree
planting process with staff from the Department of Sustainability and
Environment and planting a tree each to mark their visit and
commitment to individual sustainable practices.
Together they will share a BBQ where they will be given an opportunity
to ask questions and clarify any misconceptions.
Unit/Lesson Title: Lesson Three
Lesson duration: 90 min
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Stage: 3
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Reflection
Rationale
The aim of this lesson is for students to reflect
on their cultural, social and environmental
experience at Winton Wetlands. Together
students will recognise and identify providing
key examples of current human use of land
and related environmental issues. Engaged in
higher-order thinking, students will analyse
and interpret the data collected to make
decisions and investigate sustainable solutions
for these issues. Furthermore students will
acknowledge and thank the Winton Wetlands
Committee for the skills and knowledge they
gained whilst on their field excursion with
regards to culture, people, place and
environment and their interconnectedness.
Prior Knowledge
explain how and why life changed in the
past and identify aspects of the past
that have remained the same
understand the relationship between
social, environmental and economic
sustainability
Time
Guide
15 min
Syllabus Outcomes
Peoples, on the
environmental
characteristics of
Australian places
ACHASSK113 -

location and
place and the
within them.
Inquiry questions:
What is the relationship between
environments and my roles as a consumer
and citizen?
Students will begin the lesson reflecting on their Winton Wetlands
excursion. Learners will be provided with an opportunity to discuss:
1. one thing they learnt about the Wetlands
2. one thing they would still like to know
Re
Teaching
Strategies and
Quality
Teaching
Elements
Whole class
discussion
20 min
25 min
Using the information that they recorded, collective groups will present
their observations and findings of current human use of the land and
environmental impact on the land addressing any environmental
issues that they noted as a means of this interaction e.g. pollution
Together as a class, students will discuss and plan possible solutions
for these environmental issues, investigating and designing
sustainable and achievable strategies that could be integrated into the
natural Winton Wetland environment e.g. introducing bins on the
walking paths, chook yard for Mokoan Hub food waste etc.
- Students will spend the beginning of this lesson debriefing and
brainstorming their ideas in think, pair, share contexts.
- These ideas will be used for further research, investigation,
planning and designing.
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Explicit/modelled
teaching
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Following a brainstorming session, students will view the Winton

Wetland Pecha Kucha to build on their thinking.
30 min
As a class, students will create a mini presentation on behalf of their
class thanking the Winton Wetlands Committee and the Department of
Sustainability and Environment for their guidance, experience and
knowledge during the field visit to Winton Wetlands.
This presentation will combine:
- Individual/group comments and contributions
- Images taken on the day
Students will express their thoughts and opinions on the current use of
Winton Wetlands and how as individuals and as a community they can
contribute to its sustainable future.
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Collaborative
group work
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References
ACARA. (2016). Curriculum. In Humanities and Social Sciences.
Retrieved from
http://www.australiancurriculum.edu.au/humanities-and-socialsciences/hass/curriculum/f-10?layout=1#page=2
Brain, J (n.d.). The social side of sustainability. Retrieved from
https://www.planning.org.nz/Folder?Action=View
%20File&Folder_id=185&File=Brain.pdf
Goudie, A. S., & Viles, H. A. (2009). Earth transformed: An
introduction to human impacts on the environment. Retrieved
from http://reader.eblib.com.ezproxy.csu.edu.au/
(S(rpitr4jr5cmtlsvrrjq2ncwa))/Reader.aspx?
p=454373&o=476&u=0k1rM%2bA0H3Qm9CGg3fSCvg%3d
%3d&t=1465102671&h=05D5B06D232263996605E502771C0
37CAA23A76D&s=45830778&ut=1443&pg=1&r=img&c=1&pat=n&cms=-1&sd=2
Morrow, J. (2016). Pecha Kucha: Winton Wetlands. Winton, Victoria.
NSW Department of Education and Communities. (2011).
Environmental and sustainability education. In Educational
Education. Retrieved from
http://www.curriculumsupport.education.nsw.gov.au/primary/h
sie/crosscurriculum/environment/index.htm
Winton Wetlands Committee of Management. (2012). The Winton
Wetlands @ Benalla master plan. Retrieved from
www.wintonwetlands.org.au/_literature_134652/Masterplan_Rep
ort
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Winton Wetlands Committee of Management Inc. (2015b).

Indigenous Heritage. In Winton Wetlands. Retrieved from
http://www.wintonwetlands.org.au/indigenous-heritage
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EMH304 Assessment Two

EMH304 Assessment Two

EMH304 Assessment Two

EMH304 Assessment Two

2016). Throughout this unit of study, students will engage in a range

EMH304 Assessment Two

challenges, this significant project and meeting place relies on

The influence of people, including Aboriginal and

EMH304 Assessment Two

With an integrated approach to teaching students about culture,

EMH304 Assessment Two

EMH304 Assessment Two

Attracting more than 300 people, the Inaugural Mokoan Music

EMH304 Assessment Two

Date: Thursday, June 2nd

Returning to the Winton Wetlands today had me feeling elated,

Unit/Lesson Title: Lesson One

Lesson duration: 90 min

EMH304 Assessment Two

The environmental and

Present students with an image of the local Winton Wetlands site.

As a whole class discuss the question:

Introduction to Winton Wetlands. Dividing students into mixed ability

Trying to place the photographs/maps into chronological order,

EMH304 Assessment Two

Three pillars of Sustainability

EMH304 Assessment Two

Unit/Lesson Title: Lesson Two

Lesson duration: Field

The environmental and

EMH304 Assessment Two

Identifying the significance of culture awareness and

Unit/Lesson Title: Lesson Three

Lesson duration: 90 min

EMH304 Assessment Two

The environmental and

EMH304 Assessment Two

Following a brainstorming session, students will view the Winton

EMH304 Assessment Two

EMH304 Assessment Two

Winton Wetlands Committee of Management Inc. (2015b).

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