Please enable JavaScript.
Coggle requires JavaScript to display documents.
Visual Unit Plan SUSTAINABILITY: How can we keep our beaches and school…
Visual Unit Plan
SUSTAINABILITY: How can we keep our beaches and school an amazing place?
The School and Classroom Setting
This is a composite year 3/4 class at Old Bar
Primary School
. Old Bar School is a large school with 21 classes and one support class catering to all students in a family-focused beach community. Old Bar is a coastal urban town that is growing due to families moving from cities. It can also be considered remote as there is one road to get in and out of the town, ten minutes from the highway. The beach plays a central role in the school as it is situated meters from it. Most students who attend the school live on or near the beach in Old Bar, Wallabi, Manning Point, and Saltwater Point.
I have based my curriculum planning decisions on the beach which is the local geographical context. I have also incorporated history content about
Australia's First Nations people
as there are Indigenous sites in the local area that can support student learning. Furthermore, 15 per cent of students at Old Bar Primary School identify as Aboriginal and Torres Strait Islander. This is an important cross-curriculum priority to include in the unit because it is highly relevant to our local community.
Learning Intention/Rationale
I am designing this unit to teach students the value of their environment. This unit teaches students about sustainability and why protecting our earth is an environmental and cultural necessity. Our local government has put in rules to protect the beaches but there are also Indigenous Heritage sites and Indigenous communities in our area that also strive to protect our local area. Finally, students need to learn that protecting our beaches is everyone’s responsibility.
Stage: 2
Key Learning Area 1:
Geography
Geography Outcomes
GE2-4
acquires and communicates geographical information using geographical tools for inquiry.
GE2-2
describes the ways people, places and environments interact.
GE2-3
examines differing perceptions about the management of places and environments.
Key Learning Area 2:
History
History Outcomes
.
HT2-5
applies skills of historical inquiry and communication.
HT2-2
describes and explains how significant individuals, groups and events contributed to changes in the local community over time.
Key Learning Area 3:
English
English Outcomes
EN2-1A
communicates in a range of informal and formal contexts by adopting a range of roles in group, classroom, school, and community contexts.
Cross-curriculum Priorities
*Aboriginal and Torres Strait Islander Histories and Cultures
*
Sustainability
General Capabilities
Ethical Understanding
Critical and Creative Thinking
Intercultural Understanding
Numeracy
Eg: Students interpret information by creating a tally of rubbish they have found and use that information to draw conclusions, raise issues and reflect.
Personal and Social Capability
Literacy
Eg: Students are continuously communicating their historical information in literacy formats such as posters and notes/reflections in their HSIE workbooks
ICT integration
Eg: Stage appropriate quiz and survey on typeform in activity 1.
4 Keystone Learning Activities
Keystone Learning Activity 3: Analysing
NESA Content
description of how custodial responsibility for Country/Place influences Aboriginal and Torres Strait Islander Peoples’ views of the environment
identify the special relationship that Aboriginal and/or Torres Strait Islander peoples have to Country and Place
respond to Aboriginal stories told about Country presented in texts or by a guest speaker
Inquiry question/s:
How can we keep our beaches and schools an amazing place?
What protections are in place?
What rules and values are implemented by Indigenous peoples and the council?
Strategies/Lesson Overview
SALTWATER EXCURSION (Part 1- Indigenous Speaker): Students are to attend a second excursion and catch the bus to Saltwater. At Saltwater National Park there will be an arranged Indigenous speaker/elder (female or male) who will discuss stories, rules, and values by Indigenous peoples which serve to demonstrate Indigenous connections with the land and sea and protect the national park and beaches. The speaker will also explain why only Indigenous peoples can camp at this National Park. Students are to take notes in their HSIE workbooks about what they have learnt from the Indigenous speaker and can ask appropriate questions about our topic. (TEACHER TAKE PHOTOS)
SALTWATER EXCURSION (Part 2 – Tour of Park) Students are then to be lead on a guided tour by the teachers to find ways that the Council have tried to protect this National Park and the beach. Students are to find and document in their workbooks what facilities and signs have been put in place by the council to protect the national park, the beach and WHY. Selected trustworthy students can take Ipads or use the teacher’s phone to take photographs and videos.
Students return to the bus and teacher encourages discussions about what they have learnt or found interesting on our Saltwater excursion.
Resources
Signed permission notes from parents
Bus money
Schoolbags- lunch, drink bottles
School hats
sunscreen
Student Hsie Workbooks
Pencils/pens
Ipads/Teacher phones to take photos and videos
Summative and/or formative assessment
Teachers can make formative assessments based on group and peer discussions throughout the excursion and on the bus home.
Teachers can mark student notes in their workbooks.
Keystone Learning Activity 4: Evaluating/ Reflecting and Communicating
NESA Content
Inquiry Questions
How can we keep our beaches and schools an amazing place?*
How can we take action?
What do students in our school and people in our community need to know about keeping our beaches an amazing place?
Whose responsibility is it to keep our schools and beaches safe?
Strategies/Lesson Overview
Part 1: CREATE POSTERS
- Students are to use the knowledge and notes from the quiz and two excursions to create an educational poster for the school and the community. Students are to follow a criterion and incorporate what they have learnt about including:
Rubbish: how much rubbish did they find, what were some common issues, why is it important?
What is sand dune erosion, why do people need to be aware, and how can students and the community prevent it?
Why should we value our beaches?
What rules have the council made and why?
What do ATSI peoples do to support the sustainable use of beaches, national parks and why?
To accommodate diverse student needs and creativity, students can create their posters on a variety of formats including paper or digital. However, digital formats must be able to be accessed via QR Codes that will be placed around the school and appropriate areas in the community with other paper/cardboard posters.
Part 1: Poster Resources
Student HSIE workbooks
pens
pencils
Colouring tools- pens, pencils, zooms, crayons, textas, highlighters, paint
Laptops
Access to videos and photographs taken on the Ipads or teacher’s phones from the excursions.
paper
Large Cardboard Paper
Maybe an available school wall???
Criterion of what task must include
Part 2: CREATE A CLASS VIDEO
- The class is to create a video about ‘How can we keep our beaches and schools an amazing place? (With the sub focus of emphasising that it is everyone’s responsibility!)
Aspects of this unit and subtopics from the posters will be split between small groups of students. In their groups they are to prepare their section of the video and prepare beforehand what they want to say, show, how and why.
Students can choose to have what photos and videos are in their video. They have the choice to include voiceovers, videos of themselves, subtitles, sign language or heavy gesturing. This is to ensure all students can participate in the making process and they can communicate their understanding to other students, teachers, and parents.
After groups create their section, the teacher can combine all sections into one video.
The video will be shown to other classes and/or an assembly. (Parents of the class can be invited).
Part 2: Class Video Resources
photos
videos
poster
Information
Recoding Devices
Teacher Aids
Laptops
Ipads
Teacher phone
criteria
Summative and/or formative assessment:
Teacher can formatively assess students progress and participation through close monitoring.
Summative Assessment: Teachers can mark students posters and video sections and assess how well they applied the criteria. Did students achieve the learning intention?
1 more item...
Students: investigate sustainable practices that protect environments, including those of Aboriginal and Torres Strait Islander Peoples, for example: (ACHGK023, ACHGK024, ACHGK025)
examination of how environments can be used sustainably eg sustainable agricultural, commercial and recreational practices. (sustainability)
discussion of ways waste can be managed sustainably (sustainability)
examination of how the practices of Aboriginal and Torres Strait Islander Peoples support the sustainable use of environments eg use of resources
Keystone learning activity 1: Questioning
NESA Content:
discussion of why people value environments differently e.g., cultural, agricultural, commercial, recreational values
Inquiry questions:
How can we keep our beaches and schools an amazing place?
What issues and concerns are our schools and beaches facing?
Erosion/Sand dunes- why does people playing on the sand dunes affect them?
-Rubbish in our schools and beaches – who and what does rubbish impact?
Strategies/Lesson Overview
QUIZ/SURVEY (laptops/ipads): Students are to individually participate in an interactive quiz on typeform which educates students about the negative impacts of rubbish on our beaches and in our oceans by means of stage appropriate videos and photographs. Students are then encouraged to reflect on their family’s contribution of rubbish by completing a brief survey. Then the quiz will briefly introduce a video about the erosion of sand dunes and another quick survey asking the students about their experiences with sand dunes.
Students are to list 5 important things they have learnt from the quiz who should know these important things in their HSIE workbooks.
Summative and/or formative assessment
The teacher can monitor and discuss with students their answers in the quiz walking around the class.
Teacher can assess students’ answers of the quiz as a pre-assessment on typeform.
Resources
Prepared typeform quiz designed by the teacher (can accommodate individuals needs your class)
Laptops
Workbooks
Lead pencils
Pens (if they have their pen licence)
Keystone Learning activity 2: Researching
NESA Content
Examination of how environments can be used sustainably eg sustainable agricultural, commercial and recreational practices. (sustainability)
Inquiry question/s:
How can we keep our beaches and schools an amazing place?
What is the state of our beach?
Strategies/Lesson Overview.
OLD BAR BEACH EXCURSION (Place-based learning): Students are going on an excursion to Old Bar Beach. Students will work in small groups to collect rubbish they find on the beach and make observations from their excursion. Students will have roles in the group. One student from each group will be the scribe. The scribe will record a tally of what kinds of rubbish their group finds, take note of any patterns, and make overall observations about the state of Old Bar Beach regarding rubbish and the appearance/treatment of dunes. The rest of the group will bring rubbish bags, wear gloves, and collect rubbish. Each group is to discuss their observations amongst each other and draw upon conclusions.
Selected trustworthy students can take iPads or use the teacher’s phone to take photographs and videos.
REFLECTIONS: Once students return from their excursions and properly dispose of the rubbish they have collected. In their workbooks their groups are to draw conclusions based on their observations and findings. (Teacher will offer prompts on the whiteboard such as “What kinds of rubbish did you find the most of, and why do you think that is?”
Resources
Laptops /Ipads
Workbooks
Lead pencils
Pens (if they have their pen licence)
HSIE workbooks
Gloves
-Rubbish bags
-Sunscreen, Hats
Appropriate footwear
Signed permission note from their parents
Ipads/teacher’s phone to take photos and videos.
Summative and/or formative assessment:
Formative assessment: class discussion and monitoring of group conclusions and reflections throughout the excursion and at the end of the lesson.
