BACKWARD DESIGN: MICHAELA SAWLE

Title: Reduce, Reuse, Recycle: Creating a sustainable school

Year Level: Year 4 Teacher: Miss Sawle

Focus Curriculum Area (s): Science, Humanities, English Duration: 4 Weeks

STAGE 1: Curriculum Links

Literacy Numeracy ICT Critical and Creative Thinking

General
Intercultural
Capabilities (GP) Ethical Behaviour Personal and Social
Understanding
Cross-curriculum Aboriginal and TSI Asia and Austra 5lias
Priorities (CCP) Sustainability
Histories and Culture Engagement with Asia
Year Level Content Science:
Descriptors ACSHE062: Science knowledge helps people to
Productive modes: speaking writing and
understand the effect of their actions
creating
ACSIS071: Represent and communicate
Students identify when science is used
observations, ideas and findings using formal
to understand the effect of their actions
and informal representations
Students recognise the significance of
Humanities:
events in bringing about change and the
ACHASSL090: The use and management of
importance of the environment
natural resources and waste, and the different
Students identify the interconnections
views on how to do this sustainably
Year Level between components of the
ACHASSI082: Present ideas, findings and
Achievement environment and between people and
conclusions in text and modes that incorporate
Standards the environment
digital and non-digital representations and
Students present ideas, findings and
discipline specific terms
conclusions using discipline-specific
ACHASSI081: Reflect on learning to propose
terms in a range of communication
actions in response to an issue or challenge and
forms.
consider possible effects of proposed actions
Students describe how social, technical
English:
and sustainability factors influence the
ACELY1689: Plan, rehearse and deliver
design of solutions to meet present and
presentations incorporating learnt context and
future needs
taking into account the particular purposes and
audiences
Bottom of Form

Knowledge Skills

Understanding the concept of sustainability Critical and creative thinking, generate and evaluate knowledge,

Recognise the inner connection between humans and the environment concepts and ideas

Able to identify ways to become sustainable in their own lives Respond to challenges of the 21st century

Explore the impact of industrialisation and urbanisation on the Generating and applying new ideas

environment Social management, negotiate and communicate with others in

Explore a range of strategies for ensuring sustainability into the future group situations

(recycling, composting) Work collaboratively, problem solve and make decisions

Understand different methods of waste management and how it can affect Building ethical understanding to deal with complex issues
the earth Develop a capacity to make reasoned ethical judgements
Become familiar with the 17 Global Goals of sustainability Reason decision making and actions
Recognise their own role in ensuring a sustainable future for all

Gain understanding of their role of advocating in society

Awareness of their own rights, roles and responsibilities in the

community
LEARNING OUTCOMES: What relevant goals will this unit of work address? Draw these out of the content descriptors and the achievement standards.
Students will be able to......
1. Understand the concept of sustainability as the ongoing capacity of the environment to sustain human life
2. Critically examine the use and management of resources and waste in terms of sustainability
3. Work collaboratively in a group to create ideas the school community can become more sustainable through purposeful recycling
4. Develop a call to action video addressing the school through the use of digital technologies

UNDERSTANDING BY DESIGN STAGE 2: ASSESSMENT EVIDENCE

Reduce, Reuse, Recycle: Creating a sustainable school

Description: The following assessment will feature at the end of a unit of work on sustainability at the end of the school year. It asks students to devise a
call to action recommending sustainable strategies that they can impliement in their own school community. Drawing inspiration from the United
Nationss Global Goals for sustainability and segments of BTN students in groups of four will create their own BTN segment to educate their school
community on on the importance of sustainability. Their video segment will finish with a pitch of their own their own ideas/plan to implement a whole
school approach to recycling. Students plan/idea for a whole school approach to recycling must be realistic and achievable with the aim to improve the
school's sustainable development. During the planning stage the group will make its way through a planning booklet preparing them to successfully
create a well informed video. After each group has completed their planning and videoing, each group will present their video to the class and teacher,
receiving questions and feedback on their video and ideas. This is intended to provide students with the opportunity to constructively apply feedback to
their work to prepare to show the whole school.

Assessment Breakdown:
Part One: Planning

Define the terms: Reduce, Reuse, Recycle, Ecological footprint, Landfill and Sustainability (at least 3 terms must be used in the segment)
Group brainstorm of ideas and plans for a whole school approach to recycling
Using the iPads research ways schools can recycle

Part Two: Devising plan

As a groups collectively decide on a plan/idea

Make sure all parts of the school students, teachers, parents and staff can contribute
Make sure it is realistic and achievable
Connect your idea to one or more of the United Nations Global Goals for sustainability

Part Three: Making a video

Students use plan/written notes to stage, perform and record 2-3 minute video
Every group member must be involved
Part Four: Presentation to the class
Students present their video to the class and teacher
Each group responds to questions about their sustainable idea/plan
Groups are provided with feedback and complete a self assessment proforma
Students modify/enhance their video according to feedback

Part Five: Presentation to the school

Each group's final product will be played at the next school assembly

Assessment recording template:

Students will be marked against a rubric

Feedback:
Verbal feedback: peers and teacher asking questions about ideas
Written feedback: Group is marked against a rubric
Self-assessment:

Complete a self assessment proforma

Students have the opportunity to reflect on teacher feedback to modify and enhance their work
UNDERSTANDING BY DESIGN STAGE 3: PLAN LEARNING EXPERIENCES AND INSTRUCTION

Learning Experiences Assessment For/As Learning (Formative Resources

Assessment)
1 Lesson 1: Window by Jeannie Baker Diagnostic Assessment Book Window
Students will be introduced to the topic of sustainability by exploring the Observations of student drawings, and by Jeannie
picture books Window by Jeannie Baker. Begin by showing the book Window gallery walk Baker
to the class and the pages turn ask key questions such as, what do you notice in Record: Observation voice notes Plain sheets of
this image? what has changed from the previous image? When finished the Did they make the paper
book devise a student discussion and brian storm focusing on what Jeannie connection between Jeannie Coloured pencils
Baker wanted to achieve with her images, what was her message? Students are Bakers message of and pens
then asked to draw inspiration from the illustrations of Jeannies book and draw urbanisation in their
what they think the view of a window will look like ten years into the future drawing of the future
based on Jeannies message of urbanisation. Once students have completed window?
their drawings they will conduct a gallery walk for students to see each other's Do the students have any
work. prior knowledge of
urbanisation?
2 Lesson 2: Belonging by Jeannie Baker Diagnostic Assessment The book
Spark students memory of Jeannie Bakers message of urbanisation by asking Observation of student drawings Belonging by
students to justify choices made in their drawing of a future window view. Read Record: Observation voice notes Jeannie Baker
 the author's note of the Window book which explains Jeannies message of Active engagement in Baking/tracing
understanding how changes in the environment are taking place, which may be conversation about paper
hard to see from day to day but nethertheless happening fast. Introduce the comparing and contrasting Coloured pens and
book Belonging by Jeannie Baker and go through the images with the class, the two books paper
conducting a compare and contrast discussion with the class comparing the two Students are able to
books especially the contrasting last two pages of the book (an urbanised future recognize author's
versus a green future). Students are then taken outside amongst the nature and connecting message of both
given page of baking/tracing paper to fit over their urban window drawing. On books
the tracing paper on top of their urban future drawing they are then asked to Can they make any
draw a green future inspired by the book belonging. Once students have connection between the
completed drawings a few students are chosen to present and justify drawing to message and their own lives
the class. do they have any prior
knowledge of sustainability/
future?

3 Lesson 3: UN Global Goals for sustainability Diagnostic/Formative assessment Access to links

Teacher and students discuss and brain storm problems that the world is Observing student discussion https://vimeo.com
currently facing for example poverty and hunger. After discussion students Record Written notes /album/3606785/
watch the video UN Global Goals for kids (see link). Project the UN 17 Global Diagnostic: Can students video/207843269
goals for sustainability on the whiteboard and identify connections between the find the connection http://www.small
global goals and world problems they have previously identified in the between identifies world smurfsbiggoals.co
brainstorm. Students each use an iPad to take the Smurf global goals online quiz problems and global goals m/
 to work out what smurf they identify with and what global goals they find (what do they already know iPads
importance in. To conclude the lesson students team up with students who about global issues) Whiteboard
received the same smurf as them to discuss why they think they were chosen as Formative: Did students
that smurf. contribute to class and
group discussion
4 Lesson 4: Ecological Footprint Formative Assessment iPads
Reflect on previous lessons global goals video, do you remember what it was Observation of students interacting Access to the
about? Why is it our responsibility to promote sustainability? What is and sharing ideas through the inner internet
sustainability? Spark discussion on what an ecological footprint might mean? and outer circle discussion Paper
Students use iPads to access Global Footprint network to calculate their own Record Checklist Pencils and pens
ecological footprint. After students have completed this generate discussion on Students identify realistic http://www.footp
what they have learnt is an ecological footprint and what makes up their appropriate goals to rintnetwork.org/r
footprint? Students then trace around their own foot onto paper and write decrease their ecological esources/footprint
inside their traced foot ways in which they can lower their ecological footprint. footprint -calculator/
Students then form an inner and outer circle discussion rotating clockwise Make connection between
discussing ways they have generated that they can lower their ecological sustainability and their own
footprint. lives
5 Lesson 5: Words and symbols Formative assessment Collection Printed symbols
Place words and symbols of words such as green, eco, organic, recycle, reduce, of exit cards and words
reuse and landfill around the classroom, ask students to use sticky notes to Record: checklist Sticky notes
write down what they think these words and symbols mean? where they might Have students iPads
see them? sticking their note to the according symbol or word. Students are understood/learnt
 then split up into groups and given one of the words/symbols to research the something new in the
meaning of. Each groups of students will then present to the class what their lesson?
given symbol/word means. As an exit card students to write down a new word Did students write down a
and its meaning that they have learnt in the lesson to demonstrate their correct understanding on
understanding. their exit card?
6 Lesson 6: Where does rubbish go? Formative assessment Collect Access to link
Briefly discuss and remind students the meaning of the words reduce, reuse and students creative writing http://splash.abc.
recycle. Watch the ABC splash segment How does recycling work. Discuss Record: Annotations on student net.au/home#!/m
ways that students can reduce, reuse and recycle at home. Students are then work edia/30438/recycli
asked to write a creative journal entry from the position of a piece of rubbish Have students correctly ng-household-
and its journey from the bin to landfill. To conclude the lesson students are identified the items
paired up and read each other their creative writing stories. process/journey that Students
rubbish undertakes? workbooks
Use annotations on students Pencils
writing to provide feedback
Work will be places in
students portfolio
7 Lesson 7: Emptying out the trash Formative assessment observe Whiteboard
Students and teacher conduct a brainstorm of items they might find in school teamwork and understanding Large piece of tarp
bins that they can reuse or recycle. Outside the teacher empties one of the Recording: Checklist Full rubbish bin
school bins on to tarp and students in groups divide up trash in containers Can student identify and Gloves for each
between food scraps, recycling and landfill (the rubbish will be kept and used sort different materials in student
 for next lessons). After students have divided up rubbish they return to the the trash food scraps, Tongs to grab
classroom and write a reflection discussing what surprised them about what recycled materials and rubbish
they found in the bins. landfill rubbish A full rubbish bin
8 Lesson 8: Landfill bottles Formative assessment asking 1L Clear plastic
Students in groups to two will make their own landfill bottle using the materials students to tell me what each layer bottles
collected from their school bins. Using a 1L clear plastic bottle students will represents Clay/Playdough
firstly layer soil to act as the base of the landfill, next is a layer or clay or Recording: Observation notes Cotton wool balls
playdough preventing leachate from entering the soil, next is plastic wrap are children layering correct Gravel
representing the geomembrane, next cotton wool balls as the geotextile layer layers Soil
preventing pipes in the landfill to not get clogged. Next is gravel and finally the Are they working Rubbish
last layer is the trash sourced from the bin in the previous lesson covered by collaboratively Small plants
soil. To finish the clay, plastic, cotton balls and gravel are layered on top of the Can they identify what the
soil and rubbish. Placing some soil and a small plant on top to represent the layers represent
trees that are planted on top of the landfill when it is full.
9 Lesson 9: Compost Bottles Formative assessment can 1L plastic bottles
To compare and contrast the landfill bottles, a similar concept will be conducted students identify the differences Food scraps from
to represent the process of compost. Students will be paired up and start with a between the two bottles (landfill prior lesson
1L clear plastic bottle with soil as a base. Layer the bottle with food scraps, soil and compost) Soil
and newspaper found in the rubbish collected previously, complete with a layer Recording: Observation notes Newspaper
of soil on top. Ask students to compare both bottles (landfill and compost) Critical thinking
what's different? what will they look like in a few months? will they be at the Are students able to connect
same level? prior learning of recycling
 and reusing to the two
bottle models they have
made
10 Lesson 10: BTN: Upcycling Formative assessment critical Access to the link
Students watch upcycling BTN video. Drawing inspiration from the video and creative thinking http://www.abc.n
students get into groups of four and assess recycling materials that they Recording: checklist et.au/btn/story/s4
gathered in previous lesson. Students think of and construct ideas they can use Are students able to apply 183196.htm
these recycled materials to make something meaningful. Each group then skills of critical, innovative Recycled rubbish
explains what they have made with the recycled materials to the class. and creative thinking to from prior lesson
construct a new object from
recycled materials
11 Lesson 11: Introducing the assessment Access to link
Begin the the lesson by watching the youtube link in which documents a https://www.yout
school's approach to sustainability and recycling. Explain to students that as a ube.com/watch?v
school we need to take measures to develop our own sustainable development =sT3LtIW4t44
and it is u to students to take initiative. Explain the assessment further but
going through the rubric and planning material. Separate students into groups
of four to begin their planning.
12 Lesson 12-13: Planning stages of the assessment Planning guide
-13 Stage one and two Pens and paper
students follow planning guide and decide on ideas
14- Lesson 14-15: Video making iPads
15 Stage 3
Constructing their knowledge into a video
16 Lesson 16: Presentations Projector
Stage 4 and 5 Whiteboard
Presenting video to the class
Answering student and teacher questions
Receiving feedback and applying to their work
17 Lesson 17: Assembly
Stage 6
Presenting their call to action video at assembly