Beruflich Dokumente
Kultur Dokumente
Year Level:
Session:
Teaching approach:
Foundation
Education for
Sustainability
500 words
Learning outcomes:
- Students will discuss what they have learnt about sustainability.
- Students will share and compare their sustainable toys with the class.
- Students will compare their completed toys using scale and
measurement.
- Students will learn how their finished toy will be a part of their school
community.
- Students will learn as a sustainable practice how they can reuse
materials to make something, rather than buying it.
- Students will learn how to address the needs of the local community
through sustainability.
Rationale:
How does this lesson plan take into consideration the local needs of the
community and students who you will teach to?
Bowes, Grace and Hodge (2012) suggest that schools must take into account
the local needs of their community. Therefore, this lesson plan will have to cater
for a vast diversity of students as the local community of Broadmeadows is very
multicultural with half of the population being from different ethnic backgrounds,
in most cases English is the second language to the majority of people living
here.
As there is collectively little understanding of the English language, this lesson
will support students through the use of many visuals. It will value students
diverse cultures, and invite them to consider the needs of their community. This
will be achieved by asking students to think about what they have previously
learnt about sustainability and how they have used this knowledge with reused
materials to create their toy. Students toys should reflect their cultural
500 words
How does this lesson plan connect and is consistent with
the unit of work?
The unit of work aims at allowing students to show their
emerging understanding of sustainability by requiring them to
plan and create the construction of a toy using reusable
materials. This lesson plan being the last of the three, ties
together the whole unit by requiring students to actively discuss
their knowledge of sustainability, and initiates them to ask
supportive questions. The unit of work also expects that
students will use scale and measurement to compare the size
and scale of their toys with each other, as this lesson does
while using measurement tools in a hands on activity. It is
consistent with the unit as it allows students to communicate
the knowledge they have gained from the previous two lessons
about reusing materials as part of a sustainable practice, while
demonstrating their ability to use scale and measurement when
comparing their toys.
How does the sequence of activities in this lesson plan
reflect a learning process rather than a series of tasks?
This is the concluding lesson therefore the sequence of
activities reflects not only a learning process, but encourages
students to reflect on their learning throughout the whole unit,
requiring them to become actively involved. It is clear that this
lesson reflects a learning process rather than a series of tasks,
as the students begin by presenting their toy to the class,
allowing them to explore and compare the sizes. As the
students compare, they will line up their toys so they are able to
discuss whether they agree with the placement, which will allow
References:
Australian Government: Department of the Environment, Water, Heritage and the Arts. (2010). Sustainability curriculum framework: A guide for
curriculum developers and policy makers. http://www.environment.gov.au/sustainability/education/publications/sustainability-curriculumframework-guide.
Bowes J., Grace, R., & Hodge, K. (2012). Children, families and communities (4th ed). South Melbourne, Australia: Oxford University Press.
Davis, J. M. (2010). Young children and the environment : Early education for sustainability. Retrieved from http://reader.eblib. com. ezproxy1
.acu.edu.au
Koch, J. (2010). Science Stories: Science Methods for Elementary and Middle School Teachers. Boston: Houghton Miffler Co.
Miller, G., Thomas, C., & Fruechtenicht, S. (2014). Engaging refugee families as partners in their children's
Retrieved from http://go.galegroup.com.ezproxy1.acu.edu.au
Introduction/Activity 1: 15mins
Students will share their sustainable toys with the class, discussing what they have learnt about sustainable practices. Each individual
student will be given time to explain the materials they used to construct their toy and why they decided to choose that particular reused
material, while discussing the design process.
During this stage the teacher will be asking directed questions to support students discussions, e.g.
- Why did you select that particular reusable material?
- Why might we reuse materials to make something, rather than buying it?
- Is it sustainable practice to reuse materials?
Body/Activity 2: 20mins
After sharing and discussing the sustainable elements of their toys with the class, students will create a size and scale line, by lining their
toys up from smallest to largest. They will be actively exploring scale and measurement, as they compare and contrast the toys to line them
up from smallest to largest.
The teacher will allow students to have this time to explore each others toys considering the reused materials, while comparing the sizes of
the toys, and allow them to try and determine where they believe they should be placed along the line. The teacher will encourage them to
think about what they had discussed in the previous lesson about the scale and measurement of their toys. They will be encouraged to use
measuring tools, such as their hands or blocks to determine the different sizes of the toys if they are unsure.
Teachers will further strengthen students discussions while they line up the toys asking directed questions, e.g.
- How can you prove this toy is bigger than the other?
- Why did you put this toy here and not over there?
- What are some reused materials that you did not use but others did to make their toy?
These questions will allow the teacher to develop an idea of the students reasoning and understanding related to scale and measurement.
Consolidation/Activity 3: 10mins
Once students are finished with lining up the toys, they will respond and discuss whether they agree with the placement of the toys from
smallest to largest.
The teacher will ask the students to sit in a circle around the line of toys and go through the placement of each toy, asking the students
whether they agree or not.
Students will be given a green and red card to use to show if they agree or disagree with the placement, allowing all students to become
involved in the discussion. The green card will be used to show they agree and red card to show they disagree. They will be asked to hold
up the cards as they go through the placement of each toy. If students disagree with the placement they will be encouraged to use
measuring tools here such as blocks or hands, as this will solve any disagreement which students may have about the placement of the
toys, while allowing them to prove their decisions of the placement.