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Sustainability Education Planning Guide

Students complete a project on sustainability that involves several learning areas over 4 weeks. They begin by reflecting on prior knowledge and developing research questions. Students then collect and analyze information from various sources, considering different perspectives. They evaluate the information by drawing conclusions and making decisions. Finally, students present their findings using various communication forms and reflect on their learning. The resources listed will support their research in each learning area, including newspapers, books, videos, and a guest speaker to provide an Aboriginal perspective.

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16 views1 page

Sustainability Education Planning Guide

Students complete a project on sustainability that involves several learning areas over 4 weeks. They begin by reflecting on prior knowledge and developing research questions. Students then collect and analyze information from various sources, considering different perspectives. They evaluate the information by drawing conclusions and making decisions. Finally, students present their findings using various communication forms and reflect on their learning. The resources listed will support their research in each learning area, including newspapers, books, videos, and a guest speaker to provide an Aboriginal perspective.

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api-336176285
Copyright
© All Rights Reserved
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Task 3: Planning, Assessing, Record Keeping and Reporting

Shannon Bruce, 17057006


Alignment
Inquiry
Learning
Skills
Students
reflect on
prior
knowledge.
Students
begin their
learning by
developing
questions to
research.
Students
then analyse
collected
information
for different
perspectives
and present
in different
formats.
Students
evaluate
information
by drawing
conclusions
and making
decisions
from it.
Students
present
findings in a
range of
communicati
on forms and
using a
variety of art
techniques
and forms.
Students
reflect on
learning.

HASS
Achievement
Standard
Students identify
the main
characteristics of
their natural
environments.
Students describe
the importance of
the
interconnections
between people,
plants and animals
at the local to
global scale.
Students
recognise that
people have
different views on
the sustainable
use of natural
resources and
describe how they
can be managed
and protected.
Students describe
the connection
that Australias
First Peoples have
to Country/Place.

Students present
findings using a
range of
communication
forms appropriate
to audience and
purpose, using
relevant terms.
Students reflect on
findings to
propose an action.

Learning
area

Resources

LA1
(Week 1)

For LA1 instruction:


Appendix F.

LA1-2 & 4
(Week 1-2)
3.
Supportive
classroom
environme
nt.
LA3-5
(Week 2)
4. Working
with and
valuing
difference.

For LA2 research:


Page four of newspaper from:
[Link]
[Link]
Articles from:
[Link]
bility/[Link]
Books on sustainability: The Lorax
Dr Suess, Where the forest
meets the sea Jeanne Baker (or
others from
[Link]
-of-the-best-books-for-children-onsustainability/).
Videos on sustainability:
[Link]
keyword=Plant+Life+Cycle

For LA4 research:


Videos on different views of
sustainability:
[Link]
1.
v=XMKYybtUJ-o and
Intellectual
[Link]
quality.
media/1423363/
Videos/factsheets/diagrams from:
[Link]
LA7
orest_explorer/4/401unique/401m
(Week 3-4)
[Link]
Digital library:
2.
[Link]
Connected
nt-toolbox/
-ness.
LA6
(Week 3)

LA7
(Week 4)

For LA6 instruction:


Guest speaker (Aboriginal
Elder, eg. Simon Forrest)
clarifies and confirms
information, and gives
perspective.

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