Stage of Week Tuesday
Investigation
1 Introduce unit –
Observing, Introduce students to key inquiry question: How can
questioning and people use environments more sustainably?
planning Explain the meaning of sustainable and give examples.
Ask students to walk around the room and pick an item.
Ask each student to what the resource is made up of. For
example, food, timber, metal, fibres, material.
Ask students what happens when these items break or
are replaced?
Explore the idea of materials being managed in
sustainable and non-sustainable ways.
Ask students where their waste goes and what they think
happens to it.
Students will develop their questioning skills and
develop their understandings of sustainable materials.
Hand out form for upcoming fieldtrip.
Thursday
Refresh students’ memories of the key
question: How can we use environments
more sustainably?
Ask students: is there a problem with waste
in the world and in Australia?
In pairs, ask students whether they think
we should live more sustainably.
Before sending students off, show a range
of pictures.
For example, waste entering water streams,
waste issues in other countries and
Australian animals affected from rubbish.
Break students up into groups and
Ask students to write some questions that
they could investigate to find more about
the problems of waste in Australia.
Give some examples:
How and where will we find out what we
need to know about waste?
Is waste an issue where we live?
Could we live more sustainably?
Why should we live more sustainably?
 2 Invite an Aboriginal Elder or member of the community
Observing, into the classroom to share some of the issues they have
questioning and seen waste cause in Australia and what they or their
planning ancestors have done to look after ‘country’ in more
sustainable ways compared to now.
If a visit is not possible, show students the video below
and allow student to explore the two websites.
Ask students to write some of the things Aboriginal
people have done in the past and present to live
sustainably.
Content descriptor: The custodial
responsibility Aboriginal and Torres Strait Islander
Peoples have for Country/Place, and how this influences
views about sustainability (ACHASSK089)
Explaining the upcoming field study and
the assessment task
Explain to students that in week ten all
students will presenting their findings from
the terms work on ‘Sustaining Our World’
and that this will be their assessment.
Their presentation must outline what the
problem with waste is and what is
happening in the local community.
They will then propose a waste reduction
action plan. This can be an action plan that
can be put in place at school but if students
want to present an action plan in the
community it can be organised.
Students have to answer the following
questions:
What is the type of waste reduction,
management or materials recycling action
we have planned?
How will we judge the success?
What are the individual steps required and
what budget or resources are required for
each?
Who will be responsible for these actions?
What could we do if things don’t go to
plan?
They will also have the choice of how they
present their action plan. This could
include creating a website, doing a
 presentation to the class or the whole
school or giving a speech.
Some questions to guide their thinking
include:

Who do we need to share our plan with?

What will the changes cost or involve?
Who will take the actions?
How will we use feedback to improve our
plan?

3 Explain to students that they will be visiting The Waste

Collecting, and Resource Recovery Centre.
recording, Explain the process of travelling to and from the FIELD TRIP
evaluating and excursion and the rules of staying with their leader and
representing group. Students will using a range of the inquiry
Ask students to brainstorm the type of behaviour skills, including questioning throughout the
expected on this trip and respect to be shown to the tour, collecting data as they find out about
Sunshine Coast Council workers running the trip. the waste in the community and recording
Hand out the Field Study booklets and allow students to their finding by drawing the Waste and
read and look through. Recycling Centre.
Ask students if they have any questions.
Ask students how this trip could help them with their
upcoming assessment. For example, it will provide
primary sources of data for the amount of waste in their
community and provide a range of ideas for ways to
minimise waste in their own lives or in the school.
4 Subjects missed on Thursday will have to be made up on Subjects missed on Thursday will have to
Collecting, this lesson be made up on this lesson.
recording,
evaluating and
representing
 5 Researching focus for assessment
Collecting, Students will be using their researching skills as they
recording, Locate and collect information and data from different
evaluating and sources, including observations (ACHASSI074)
representing A range of educational resources have been sourced for
students below.
Students will explore the range of websites to assist in
their presentations on explaining any issues of waste in
their community and provide some examples or ways to
reduce, reuse and recycle.
http://noosabiosphere.org.au/explore/big-
challenges/waste-littering
https://environment.des.qld.gov.au/waste/pdf/recycling-
waste-qld-2017-report.pdf
http://education.abc.net.au/newsandarticles/blog/-
/b/2535555/25-educational-resources-to-help-kids-with-
the-war-on-waste
http://education.abc.net.au/newsandarticles/blog/-
/b/2535555/25-educational-resources-to-help-kids-with-
the-war-on-waste
6
Interpreting, Remind students of the experiment they conducted with
analysing and the school bins.
concluding Ask students look at the information they collected
about the waste consumption in the community (that
Students will write a range of questions
about the amount of waste in their school.
This could include: how many bins are in
the school, how many are recyclable, how
many are compostable.
This could include asking their classmates
questions about their recycling habits.
Students will be challenged to question
their schools productivity in reducing,
reusing and recycling.
The teacher will access a range of bins
around the school and open them up with
the class watching to see if items have
been disposed correctly.
Students will create a graph of the amount
of items not disposed correctly to be used
as a primary resource into the possible
issues of waste in the school.
Continue working on Waste Reduction
Action Plans.
 they found on the websites and on the fieldtrip) and the
amount of waste the school has each day.

Ask students to gather their data and present it in a table

of their choice. Ask students to analyse the data and
begin their Waste Reduction Action Plans by choosing
what action they would like to take.

Allow students to use their laptops, paper, and

microphones for recording thoughts or writing up ideas
in their books.

7 Continue working on Waste Reduction Action Plans. Sports Carnival

Interpreting,
analysing and
concluding

8 Students will present their findings and action plans for Students will present their findings and
Assessment Task 1. action plans for Assessment Task 1.
Communicating

Students will present their findings and action plans for Students will present their findings and
Communicating 9 Assessment Task 1. action plans for Assessment Task 1.
After students have presented their Action plans to the
Reflecting and 10 class, they will reflect and respond the effectiveness of
responding their action plan.
How do they think their action plan will go, what are the
possible barriers to their plan being effective.
Lastly, get students to write in their Geography books
the most important things they have learnt from this unit
and from doing this assessment.