Beruflich Dokumente
Kultur Dokumente
environment,
the
responsibility
that
we
have
towards
the
pollution and how it effects our environment on a local and global level,
this unit of work aims to develop in learners the skills to reflect on how
materials are used sustainably and unsustainably. This unit of work also
aims to develop learners to reflect critically on how they, the school and
wider community use materials, feel empathy for the living creatures that
inhabit these environments and develop strategies to empower them to
make decisions that promote waste minimisation and sustainability.
LEARNING FOCUS
appreciation
of
Australias
and
the
worlds
natural
environments, and the need to manage resources for the well-being of our
own and other species (AGTA, 2007). This unit of work will draw on the
HASS concepts of Place, Environment, Interconnection, Sustainability and
Change (ACARA, 2015).
ACHASSK090
contained
within
the
Year
Geography
Skills
Within the HASS curriculum are embedded the Inquiry and Skills substrands that detail the overarching skills of Questioning, Researching,
Analysing, Evaluating and Reflecting and Communicating (ACARA, 2015).
These skills come into play through this unit of work through the use of
the Integrating Socially Inquiry model. This unit of work aim to construct
knowledge particularly through researching and reflecting and evaluating.
By incorporating the content descriptor ACHASSI074 Locate and collect
information and data from different sources, including observations
(ACARA, 2015) learners will use multiple resources throughout the unit
such as the internet, books, information sheets, personal observations and
field trips to construct their knowledge about the topic. This unit of work
draws heavily from the content descriptor ACHASSI081 Reflect on
learning to propose actions in response to an issue or challenge and
consider possible effects of proposed actions (ACARA, 2015). Contained
within the elaborations for this descriptor are points that relate directly to
the issue of plastics in our waterways, which further justifies the relevance
and importance of teaching this subject to a Year 4 class (see Appendix 1).
HASS Values
The topic of this Unit plan links strongly with the HASS value of
environmental
sustainability.
The
importance
of
sustainability
is
emphasised by its place in the curriculum as one of the three crosscurriculum priorities. As stated by ACARA the concept of sustainability is
about the capacity of the environment to continue to support our lives
and the lives of other living things into the future (ACARA, 2011). This unit
instils the concept of environmental sustainability by providing a strong
focus on the benefits of recycling and minimising waste. This is in line with
the Year 4 Geography Achievement standard which states that by the end
of year 4 students will be able to propose action in response to a local
geographic challenge and identify some possible effects of their proposed
action (ACARA, 2015). Reynolds states that all students acquire values
through an intricate interconnected range of influences (2014, p. 6) of
4
The teaching sequence below is based on a 7 week unit and draws its
sequence and focus from the Integrating Socially Inquiry Model. Inquiry
learning, according to the National Environmental Education Statement for
Australian Schools, encourages students to respond to their own concerns
or curiosity to act on an environmental issue (2005, p. 26).
Teacher
focus/Phase of
the Inquiry
model
Tuning In: This
stage
of
the
Inquiry model is
designed to help
engage
the
learner with the
topic, determine
their
prior
knowledge,
opinions
or
ideas about the
topic as well as
identify
any
misconceptions
or
stereotypes
(Gordon, 2012)
Specific
learning
intentions
facilitated by
the learning
activities:
Knowledge:
Students learn
about the
interconnectedn
ess between
human actions
and
environmental
pollution.
Understanding
:
Learners
understand that
actions have
Learner Activity
Resources
required
Basic
Geography
questions for
conducting
discussion as
described by
Reynolds
(2014) in
Teaching
Humanities
and Social
Sciences in the
Primary
School, 3rd edn
(Appendix 2)
consequences
and that these
consequences
have effects the
world over.
Skills:
Reflection on
places
particularly
ocean
environments/
beaches they
have been to.
Discussion
within, groupsturn taking,
formulating
questions
Activity
3:
Knowledge
questions board
and
Internet
connection and
Smartboard/
projector
Preparing to
find out:
This stage of the
Inquiry process
involves
providing the
learners with
information
about the topic
and helps to
provide a focus
for the rest of
the unit.
Poster paper or
using the
Smartboard to
record
answers/questi
ons
Activity 1: Learners view the BTN
video Plastic Oceans. This short
Australian produced video designed
specifically for middle primary
students provides learners with an
List of
questions from
BtN
Behind
The
7
Specific
learning
intentions
facilitated by
the learning
activities:
Knowledge:
Students learn
about the plastic
pollution
problem in the
Australian
context and
globally
Students learn
that ocean
movements can
distribute
plastics around
the globe
Understanding
:
Students come
to a greater
understanding
that their
actions can
effect change
Skills:
Exploring
Using ICT to
gather
information
Group work
Communication
Activity
2:
Teacher
to
lead
students through a discussion about
the information provided in the
video using question sheet provided
in the BTN teacher resource sections
(Appendix 3)
News
2012,
Plastic Oceans,
video,
Australian
Broadcasting
Corporation
(ABC), viewed
9
December
2015,
<http://www.a
bc.net.au/btn/s
tory/s3591476.
htm>.
Library
Finding Out:
At this stage of
the Inquiry
process learners
continue to build
on their
knowledge, plan
for future tasks
Specific
learning
intentions
facilitated by
the learning
activities:
Skills:
Researching and
analysing new
concepts using
ICT
Synthesizing
information for
the purpose of
the assignment
assignmentCreate
a
poster/movie/comic strip that will
inform other students about your
chosen topic? What do you want
them to know? Why is it important
for them to know/see this?
3 websites are written on the
board/displayed on the Smartboard
for students.
Websites for students:
Sorting Out:
At this stage of
the inquiry
model students
have the
opportunity to
process the
information they
have gathered
and present this
in a number of
ways (Gordon,
2010)
1. http://www.adrift.org.au/>
provides
students
with
interactive maps from which
they can track the spread of
plastic waste around the
ocean over a 10 year time
span
2. http://plastinography.org/lesso
n1/how-does-plastic-reachthe-ocean.html
provides
learners
with
interactive
lessons
that
document the way in which
plastics are produced and
used and end up in the ocean
3. http://www.zerowaste.sa.gov.a
u/at-home/recycle-right/whatdo-the-numbers-and-symbolson-plastics-mean
this
site
provides
information
on
household
recycling
and
provides easy to read fact
sheets
and
examples
of
posters on the theme of
recycling.
Access to
printing/
computers
Materials for
creating their
work- paper,
cardboard,
textas,
coloured
pencils
Access to
Ipads/digital
cameras for
creating works
Specific
10
learning
intentions
facilitated by
the learning
activities:
Knowledge:
Understanding
:
Skills:
Group work,
effective
communication
Present
information that
uses topic
specific
terminology
Critical thinking
Going Further:
At this stage of
the Inquiry
model learners
knowledge
about the topic
is extended.
Link to the
KESAB website
providing
information
about the
excursion and
http://www.kes
ab.asn.au/scho
ols/educationcentre/
Camera
Links to
KESAB- Wipe
Out Waste site
contain a list of
the required
resources for
this activity
Specific
learning
intentions
facilitated by
the learning
11
activities:
Knowledge:
Learners
develop
knowledge
about how
recycling works
on a large scale
Understanding
:
Learners
understand that
they can take
positive action
to make their
school
environment
more
sustainable
Skills:
Literacy and
numeracy
Cooperation
Sticky notes
(two different
colours) and
pin
board/poster
paper
Knowledge:
Understanding
:
Skills:
Links to resources:
http://www.wow.sa.gov.au/diy-auditkit.html- this link contains the
information teachers and students
will need to conduct the audit
including a list of materials,
recording sheets and discussion
questions before and after the audit
http://www.zerowaste.sa.gov.au/uplo
ad/resource-centre/recycle-righteducation-resources/Recycle
%20Right%20Middle%20Primary
%20Using%20your%20bins
%20Activity%203%20-%20Auditing
%20your%20bins.pdf
Lunches
sourced from
home- brief
note sent to
parents in
advance of the
Plastic Free
Picnic
Taking Action
This stage of the
Inquiry model
involves
learners
constructing
links between
13
Specific
learning
intentions
facilitated by
the learning
activities:
Knowledge:
Understanding
:
Learners
understand that
through their
choices they can
make a
difference
Skills:
14
5.
6.
7.
2.
3.
4.
Assessment
Diagnostic
This unit of work begins with the use of diagnostic assessment which
includes ascertaining learners current level of understanding before new
teaching/learning begin (Reynolds, 2014, p. 266). The importance of this
type of assessment lies in not only gauging learners prior knowledge but
in also determining learners attitudes, related skills and level of interest
towards the topic. In the context of this unit of work, much of the
diagnostic assessment occurs in the Tuning In section of the Inquiry model
15
with the first lesson. This initial lesson uses a collection of images coupled
with leading questions (Appendix 1) to elicit learners initial response to
the topic of plastic pollution. In using images learners can also develop
their
visualisation
skills
which
aid
children
in
constructing
their
Resources List:
Adrift: Tracking the global ocean circulation- website
Behind the News: Plastic Oceans- video
Behind the News: Take 3- video
Catalyst: Plastic Oceans- Video (teacher only resource)
16
References
ARC Centre of Excellence for Climate System Science 2015, Adrift:
Tracking the global ocean circulation, ARC Centre of Excellence for Climate
System Science, viewed 28 December 2015, < http://www.adrift.org.au/>.
Australian Curriculum, Assessment and Reporting Authority (ACARA) 2015,
F- 6/7 Curriculum, Humanities and Social Sciences: Geography, Year 4
Curriculum v 8.0, Australian Curriculum, Assessment and Reporting
Authority,
viewed
December
2015,
<http://www.australiancurriculum.edu.au/humanities-and-socialsciences/hass/curriculum/f-10?layout=1#page=2&yl-4>.
Australian Curriculum, Assessment and Reporting Authority (ACARA) 2011,
Shape of the Australian Curriculum: Geography, Australian Curriculum,
Assessment and Reporting Authority, viewed 9 December 2015,
<http://www.acara.edu.au/verve/_resources/shape_of_the_australian_curri
culum_geography.pdf>.
17
(ABC),
viewed
27
December
2015,
<http://www.abc.net.au/btn/story/s3591476.htm>.
Behind The News 2013, Take Three, video, Australian Broadcasting
Corporation (ABC), viewed 27 December 2015,
<http://www.abc.net.au/btn/story/s3875973.htm>.
Browett, J & Ashman, G 2008, Thinking globally: global perspectives in the
early years classroom, Curriculum Corporation, Carlton South, Vic.
Capra, F 1997, Deep Ecology- a new paradigm in F Capra (ed.), The Web
of life: new synthesis of mind and matter, Flamingo, London, pp. 3-13.
Catalyst
2012,
Broadcasting
Story
Archive:
Corporation
Plastic
(ABC),
Oceans,
viewed
video,
Australian
December
2015,
<http://www.abc.net.au/catalyst/stories/3583576.htm>.
Catling, S & Willy, T 2009, Teaching Primary Geography, Learning Matters
Ltd, Exeter, UK.
Clean Up Australia 2009, Plastic Recycling Fact Sheet, Clean Up Australia
Limited,
viewed
December
2015,
<https://www.cleanup.org.au/PDF/au/cua_plastic_recycling_fact_sheet.pdf
>.
Department of the Environment and Heritage 2005, Educating for a
sustainable future: A national environmental education statement for
Australian schools, Australian Government, Victoria.
Department of Education, Science and Training 2005, National Framework
for Values Education in Schools, Australian Government, Canberra.
18
27
December
2015,
<http://tlweb.latrobe.edu.au/education/learningmaterials/inquirybasedlear
ning/readings/qld%20inquiry%20learning%20sose%20paper
%20gordon0.doc>.
Gordon, K 2012, Thinking through the Inquiry cycle for Young learners,
Synergy, vol. 10, no 1, pp. 64- 78.
KESAB Environmental Solutions 2015, KESAB Education Centre, KESAB
Environmental Solutions, viewed 26 December 2015,
<http://www.kesab.asn.au/schools/education-centre/>
Ministerial Council on Education, Employment, Training and Youth Affairs
2008, Melbourne Declaration on Educational Goals for Young Australians,
Australian Government, Melbourne.
National Geographic 2015, Photo Gallery: Polluted Oceans, National
Geographic, viewed 10 December2015,
<http://ocean.nationalgeographic.com/ocean/photos/oceanpollution/#/alaska-dump_46_600x450.jpg>.
Reynolds, R 2014, Teaching Humanities and Social Sciences in the Primary
School, 3rd edn, Oxford University Press, South Melbourne.
So, W M, Cheng, N Y, Chow, C F & Zhan, Y 2014, Learning about the types
of
plastic
wastes:
effectiveness
of
inquiry
learning
strategies,
19
Appendix 1:
Elaborations for Content descriptor ACHASSI081
Elaborations
reflecting on learning with the assistance of tools such as a KWL chart (what they know,
what they want to know and what they have learned) when evaluating responses to an
issue
20
reflecting on personal behaviours and identifying attitudes that may affect aspects of the
environment at a local or global level (for example, pouring paints down the sink; using
products sourced from cleared rainforests) and proposing awareness-raising strategies to
reduce impacts on the environment
proposing possible actions that could be taken to address an issue (for example, improving
the management of waste in the school; choosing products not made from endangered
species such as elephants) and identifying resources needed to support the actions and
likely outcomes (for example, composting lunch waste and using it on the school garden;
making socially responsible decisions)
Appendix 3
Discussion Questions
1. Briefly summarise the BtN story.
2. How many pieces of plastic end up in the worlds oceans every day? a.
350 b. 3,500 c. 3.5 million
3. Where is Lord Howe Island?
4. Why do thousands of birds and marine life off Lord Howe Island die each
year?
5. How is all the plastic getting into the ocean?
22
6. What incentives has South Australia put in place to help reduce the
amount of plastic going into our oceans?
7. Why are plastic bags and bottles harmful to the environment?
8. What are some kids doing around the coastline of Australia to help with
this issue?
9. What are the advantages of recycling and reusing plastic bottles and
containers at home or at school?
10. Make a list of environmental benefits of recycling or reusing plastic.
Student 1
Student 2
Student 3
Student 4
Student 5
Behavioural
Engagement
Does
the
learner
appear to be
expending
effort on the
task?
Are
they
displaying
resiliency
in
23
the face of
any perceived
difficulties?
Is the learner
seeking
out
information
about
the
task?
Emotional
engagement
Does
the
learner
appear to be
enjoying the
task?
Why/
why
not?
Cognitive
Engagement
Does
the
learner try to
challenge
themselves?
Do
they
persist
with
tasks
that
challenge
them?
Agentic Engagement
Does
the
learner
contribute
ideas to the
class?
Do
they
communicate
any interests
or preferences
related to the
content of the
lesson? (make
a note of what
this was)
Supplementary
observations
Appendix 5:
24
What
will
be How
will
assessed?
assessed?
Learners will present How well the learners In
their
factual
based
on
one
key How
issues
to
do
with piece
marine
well
the
plastic message/facts
pollution or recycling.
well
groups
poster/video/comic
be
final a
conveys
it
other
information
to
students.
once completed
25