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Our Planet Our FootprintBy: Carlos Santander 3851663
Our Planet Our FootprintLevel 5: Humanities: Geography, Civics and Citizenship, Information Communications Technology, English, Interpersonal Development, Thinking Processes
ContentsSynopsis 2
Learning Focus 2
Victorian Essential Learning Standards 3
Focus Questions 5
Inquiry Process 5
Inclusive Curriculum 6
Teaching and Learning Activities 7
Teaching Activities 13
Appendix 1A 18
Appendix 1B 19
Appendix 1C 20
Appendix 1D 21
Appendix 2A 22
Appendix 2B 23
Appendix 3A 24
Appendix 3B 25
References 26
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SynopsisIn Our Planet Our Footprint students investigate, discuss and evaluate the importance of environmental issues with a focus on sustainability. Students will evaluate the impact of human activity in different geographical regions of Australia through process of inquiry and field work. They will define and evaluate their own ecological footprint and the changes that they personally make in order to increase their energy efficiency and sustainable living. They will communicate ways in which sustainability can be promoted and practiced in their homes, school and community.
Students will use Information and Communications Technologies including Web 2.0 technology to research, evaluate and publish their own work through a variety of media including: visual, audio, video, print and online content.
This unit provides opportunities for students to demonstrate achievement against the VELS level 5 standards in the following Domains Humanities: Geography, Civics and Citizenship, Information Communications Technology, English, Interpersonal Development, and Thinking Processes. The focus of assessment for this unit will be based according to the Humanities: Geography Domain although it can be taught as an Information and Communications Technology unit or a combination of both.
Please note this unit of work requires two excursions
Learning FocusPhysical, Personal and Social LearningCivics and Citizenship
participate, promote and contribute to environmental sustainability at home, school and within the community
Interpersonal Development
work in teams to complete intricate and self-managed tasks, respecting individual input and providing positive contributions
Discipline-Based Learning Humanities: Geography
collect geographical information from electronic and print media, including satellite images and atlas maps and analyse, evaluate and present it using a range of forms
define and examine the impact of their individual ecological footprint and investigate the impact of how the physical process and interaction of human activities have impacted different geographical regions
propose ways of promoting sustainability in their homes, school and local community; in particular ways in which to ensure the sustainability of local resources
English write appropriately and effectively for a variety of purposes and audiences, editing where
appropriate
Interdisciplinary Learning
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Information Communications Technology use the internet as a means of researching information, analyse and evaluate appropriately
and communicate using Web 2.0 technology use a variety of software, including word processing to communicate and publish their own
work incorporating visual, text and audio mediums apply ethical and copyright considerations in gathering and publishing of material
Thinking Processes make informed and sound decisions necessary for the completion of the required individual
and team tasks discuss and compare evaluations with fellow team members and class
Victorian Essential Learning StandardsOur Planet Our Footprint can be used to asses a range of Victorian Essential Learning Standards.
The table bellow may be used to illustrate how this unit of work can be used to asses a variety of Level 5 standards across a range of Domains and Strands.STRAND DOMAIN DIMENSION KEY ELEMENTS OF STANDARDSPhysical, Personal and Social Learning
Interpersonal Development
Building Social Relationships
Demonstrate respect for the individuality of others and empathise with others in local, national and global contexts, acknowledging the diversity of individuals.
Working in Teams
Accept responsibility as a team member and support other members to share information, explore the ideas of others and work cooperatively to achieve a shared purpose within a realistic timeframe.
Civics and Citizenship
Community Engagement
Present points of view on contemporary issues and events using appropriate supporting evidence.Explain the different perspective on some contemporary issues and propose possible solutions to problems.Participate in school and community events and participate in activities to contribute to environmental sustainability or action on other community issues.
Discipline Based Learning
The Humanities(Geography)
Geographic Knowledge and Understanding
Demonstrate knowledge and understanding of the characteristics of the regions of Australia and those surrounding it.Explain using examples how the interaction of physical processes and human activities create variations.Describe differences in culture, living
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conditions and outlook, including attitudes to environmental issues in these regions.
Geospatial Skills Collect geographical information from electronic and print media, including satellite images and atlas maps and analyse, evaluate and present it using a range of forms.Identify and gather geographical information from fieldwork and organise, process and communicate it using a range of written, oral, visual and graphic forms.
English Reading Read informative and persuasive texts that explore ideas and information related to challenging topics, themes and issues.Compare the presentation of information and ideas in different texts and identify cause and effect in informative texts.
Writing Produce in print and electronic forms, texts for a variety of purposes, including speculating, hypothesising, persuading and reflecting.Edit their writing for clarity, coherence and consistency of style and proofread and correct spelling, punctuation and grammatical errors.
Interdisciplinary Learning
Information and Communications Technology
ICT for Creating Independently apply a range of processing skills, functions and equipment to create products which contain minimal functional, typographical, formatting and readability errors. During the processing stage of collaborative work, students monitor project plans and record reasons for adjusting them. Use ICT in a safe, efficient and effective manner.
ICT for Communicating
Use the most appropriate search engines to locate information on websites; using complex search strategies to refine their searches and judge the integrity of the located information based on its credibility, accuracy, reliability and comprehensiveness.Share their ideas through their blog, website or other public forums, which
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are correctly formatted, comply with ICT conventions and demonstrate an awareness of the characteristics that contribute to products meeting their purpose.
Thinking Processes
Reasoning, Processing and Inquiry
Use a range of question types, locate and select relevant information from varied sources when undertaking investigations.Use a range of appropriate strategies of reasoning and analysis to evaluate evidence and consider their own and others’ points of view.
Creativity Demonstrate creativity, in the ways they engage with and explore ideas in a range of contexts.
Table 1.1: Constructed using VELS Key Learning Elements from the VELS Website (viewed May 2011)
Focus QuestionsThis unit of work addresses the following focus questions, providing students with the ability to answer, define, evaluate and discuss a range of themes and issues concerning current environmental issues.
How does the impact of human activity impact the atmosphere and the environment of different regions within Australia?
What is an ecological or carbon footprint and what does it mean for me as an individual? What is sustainability, and its connection with global warming and other environmental
issues? What are current government policies and procedures to ensure sustainability of resources,
e.g. water restrictions? How can I as an individual provide a positive contribution to sustainability within my house,
school and local community?
Inquiry ProcessThe VELs Domain of Geography lends itself towards Inquiry-based learning. Students are given the opportunity to build upon their prior knowledge and allow for students to use thinking processes in order to achieve in depth understanding of concepts and themes. Our Planet Our Footprint, uses a variety of learning strategies and assessment tasks encouraging and promoting students to use the inquiry process to further their own learning. This allows for students to be actively involved in their learning by providing a democratic classroom, in which they can voice their concerns and also build upon their prior knowledge.
Examples of this are the learning and teaching strategies in which students are ask to survey the general public as part of this unit, construct analytical questions that they can expect of texts before reading and also through SWOT charts and Y-Charts.
Inclusive Curriculum
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It is critical for all students to have equal opportunity not only in their learning but also in achieving their potential. This not only includes having equality in terms of entrance and acceptance into the corporate school body but at a more practical level within the classroom. Allowing for equality in participation and contribution towards learning to all students, where no differences are held towards race, colour, religion, sex, physical appearance and economic situations. To achieve this it is imperative that all students understand are a valued member of the classroom and that they carry no prior labels from previous classes.
This unit of work attempts to maximise inclusivity through the means of not only providing a safe and encouraging classroom but also through the means of the curriculum and learning strategies. In order to achieve this, most of the learning strategies are adapted from the Tribes program. (Gibbs, 2008) The Tribes learning program is based on an inclusive nature and thus it is best equipped to promote inclusivity within the curriculum.
Our Planet Our Footprint, also bases itself around group work and collaborative learning. The assessment tasks are designed to allow for opportunities for every student to participate and contribute. Benard, suggest that teaching and learning strategies need to provide the following three principles, caring relationships, positive expectation messages and beliefs and opportunities for participation and contribution. (2008) In this unit of work attempt through each learning strategy to provide these principles as they are also embedded within the array of VELs Domains and Dimensions taught.
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Teaching and Learning ActivitiesOur Planet Our Footprint is a five week unit of work compromising of seven classes per two weeks timetable with each class running for an approximate 50 minutes each.
Table 1.2 Depicts the Teaching and Learning Activities for this unit of work including timeline, assessment strategies and resources.
WEEK TEACHING ACTIVITIES ASSESSMENT STRATEGIES RESOURCES1 Lesson One: Introduction to Sustainability
Think Pair Share leading to a KWL chart.Class Discussion based on KWL chart.
Brainstorm analysis questions before reading article.Online Resource Ollie’s World Sustainability InformationComprehension of article using Tribes Final Word activity.
Watch Video: “Sustainability explained through animation“
Class reflection and discussion regarding sustainability based on information of article and video.
Discussion of importance of sustainability. Using Tribes strategy Fold the Line.
Students write their own definition of sustainability and reasons for its importance.
Lesson Two: Ecological FootprintRevision of last lesson, in particular definition of sustainability and relevance.
Using Think, Pair, Share learning strategy students will analyse text book chapter. Students will in pairs analyse segment of chapter and report to class 3 main points from text.
Formative:Observation of student’s interacting in the Think Pair Share and KWL.
Observation of comprehension and depth of analysis in the Final Word activity.
Observation of participation during class discussion and brainstorming.
Observation of students applying searching techniques on the internet.
Observation of comprehension, depth of analysis and relevant participation classroom activities.
Observation of Inquiry Process and ability to use Internet as a research tool.
Online Resource:Ollie’s World SustainabilitySustain Ability International Pty Ltd.
You Tube Video:“Sustainability explained through animation“April 9, 2010
Humanities Alive 1 2nd Ed.Chapter 7.5, pages 198-201.
Web Quest: Ecological FootprintAppendix 1AEPA Victoria Website
Assessment Task: Sustainability/Ecological Footprint with rubric.Appendix 2A
You Tube Video:“The Human Footprint Trailer”April 10, 2008
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Web Quest: Ecological FootprintBased on the EPA Website
Class brainstorm and discussion to link environments that are under threat with our impact (footprint). This will lead into next class.
Assessment Task One: Sustainability/Ecological Footprint PosterDue Week 3
Lesson Three (Double Period): Research Human Impact on EarthWatch Video: The Human Footprint TrailerRevision of previous lesson.
Calculate Individual Ecological FootprintEPA Victoria Website
Tribes Put yourself on the line learning activityLeading to class discussion of ecological footprint
Calculate class footprint and average individual footprint
Brainstorm Ideas for minimising footprint
Go to library or have class set of laptops to work on Assessment Task: Sustainability/Ecological Footprint Poster
Explanation of class excursion next week:CERES Community Environment Park
Summative:Answers from Web Quest: Ecological Footprint
Assessment Task: Sustainability/Ecological Footprint PosterDue Week 3
Ecological Footprint Calculator(Requires Flash)EPA Victoria Website
Pre-book Library SessionOrPre-book Computer LabOrPre-book Laptop Class set
CERES Community Environment Park Excursion Permission SlipAppendix 3A
2 Lesson Four: PopulationReflection of previous lesson.
Introduce the concept of population by conducting a SWOT chart in
Formative:Observation of participation during class discussion and relevant input.
Butcher’s Paper and Markers for SWOT Chart
You Tube Video:
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groups.
Watch Video: “Population Growth”Worksheet for video(Based on Bloom’s Taxonomy – Knowledge/Comprehension)
Reflect on SWOT chart – change if necessary(Application)
Image Analysis: Figures in Text BookThink-Pair-Share(Analyses)
Watch Intro of Dick Smith’s Population PuzzleLead into Class Discussion of What is Australia’s Population
Students create Spreadsheet and Bar Graph of Australia’s Population allowing for them to search and ask for necessary pieces of information as per Dan Meyer (2010)(Synthesis)
Compare Bar graphs with Fig2 in Text Book(Evaluation)
Lesson Five: CERES Community Environment Park (Excursion)Students will be out on Excursion to CERES Community Environment Park for the day they will follow a set program run by the staff at CERES. For more information refer to Appendix 3A
Observation of students understanding of concepts and themes introduced in class .
Observation of student’s ability to move across Bloom’s Taxonomy level of thinking.
Feedback and encouragement.
Observation of ICT capabilities and understanding.
Summative:Worksheet: Population Growth Video
ICT Spreadsheet
“Population Growth”April 19, 2010
Video WorksheetAppendix 1B
Humanities Alive 1 2nd Ed.Figures, pages 202-205.
You Tube Video:“Dick Smith’s Population Puzzle” (Intro only – Finish at 2:41)August 22, 2010
Humanities Alive 1 2nd Ed.Chapter 7.8, pages 206-207.
Excursion: CERES Community Environment ParkAppendix 3A
3 Lesson Six: Practical SustainabilityReflection of CERES Excursion and place the students in groups were they are able to share their experiences and inquiry process.Structured Discussion
Formative:Observation of participation and contribution during structured discussion activity.
Sustainability Brochures 5-6
Worksheet: Letter to the PrincipalAppendix 1C
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Look at various Brochures that inform and promote sustainable living.
Analyse and evaluate the targeted audience, style of writing, medium used and effectiveness of brochures.
Based on knowledge from previous classes and excursion, groups will come up with ten practical changes to become a more sustainable school, home and community.
Groups then write letters to the Principal, highlighting the importance of sustainability as a school body and how classrooms and the school can promote sustainability and reduce ecological footprint.Worksheet: Letter to Principal
Lesson Seven: Video BrochureReflections of previous class – as part of discussion highlight how can we reduce ecological footprint and still promote sustainability.Y-Chart
Assessment Task Two: Video BrochuresDue Week 5
Class Discussion on aspects of a film: Message Context Storyboarding
Basic filming techniques: Steadiness Camera movement Zoom Lighting Clips
Observation of participation during class discussion and relevant input.
Feedback and encouragement towards contributions for Y-chart.
Observation of team work and participation during filming.
Observation of students’ ability to interact with local community during excursion, conducting surveys.
Summative:Worksheet: Letter to Principal
Assessment Task Two: Video BrochuresDue Week 5
Surveys (Field Work)
Assessment Task: Video BrochuresAppendix 2B
Flip Cameras 3-4
Excursion: Local Shopping CentreAppendix 3B
SurveysAppendix 1D
Clipboards, pens and surveys
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Students break into groups and begin do filming activities outside of classroom.
Lesson Eight (Double Period): Local Community Impact (Excursion/Fieldwork)Students will go to local shopping centre with surveys to survey shop owners and assistants as well as general public on their awareness and level of sustainable living.
This will assist students in completing their Assessment task.4 Lesson Nine: Reflections
Reflections on fieldwork from previous lessonStructured Discussion
Put yourself on the line leading to Tribes Fold the line activityThis will promote discussion of the importance of living sustainable and the reasons as to why promote such life style.
Students are giving the remaining of the class time to work on their filming as it must be completed by next lesson.
Lesson Ten (Double Period): Movie MakerWatch Video: “Movie Maker Basic Tutorial. “
Basic Movie Maker Techniques: Capture from video device Importing video clips and audio Effects Transition and cuts
Students use remaining class time to familiarise themselves with Movie Maker software or finish off filming.
Formative:Observation of competence using Movie Maker software and improvements in their knowledge and skill of software, providing encouragement and feedback.
Observation of peer feedback and reception of feedback as individuals and team.
Observation of teamwork and how team and individuals improve their performance based on peer feedback.
Observation of Tribes activity and relevant participation.
Summative:Assessment Task Two: Video Brochures
Flip Cameras 3-4.
Computers or Laptops with Movie Maker software.
YouTube Video:“Movie Maker Basic Tutorial.”September 25, 2010
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Students will preview their films to each other and provide warm and cool feedback.
Students make relevant changes based on peer feedback to produce their final cut of movies.
Due Week 5
5 Lesson Eleven: Green CarpetLesson is dedicated to groups presenting their short films in a ‘green carpet’ sort of feel.
Groups will present and introduce their video to class and at the end of each viewing warm and cool feedback is given by peers.
Teachers might want to provide popcorn and drinks during class time.
Formative:Observation of video presentation taking note of leadership, oral communication skills, teamwork and peer feedback.
Observation of relevant peer feedback and reception of feedback.
Summative:Assessment Task Two: Video Brochures
Peer and teacher assessment of final presentation.
Projector and screen.
Popcorn and Drinks.
Table 1.2: For all assessment strategies including worksheets and assessment tasks please refer to Appendices. Below is a more detail description of the teaching activities used.
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Teaching ActivitiesHere is a more detailed description of the learning and teaching activities, it must be advised that teachers can and may want to change the learning and teaching activities to suit their own or school’s style of teaching.
Lesson One: Introduction to SustainabilityAs an introduction to the unit if work, it is vital to be able to observe the level of understanding and prior knowledge that students have. To achieve this build a chart with the titles Know, Want, Learn (KWL). Ask students to on a piece of paper write two things that they know about sustainability and two things that they would like to know about sustainability. This learning strategy can lead to the Think Pair Share learning strategy. This will allow for all students to have a voice in the class, thus promoting an inclusive curriculum. Each pair will then contribute to the class one of their collective ideas to add to the board under the respective titles, Know and Want. It is important for teachers to also take note of the board in particular the Want column, as it can be referred to at different intervals of the unit making sure that students are learning what they want to learn and promotes a sense of achievement throughout the unit.
The KWL chart can lead to a very interesting class discussion which serves well when introducing a new theme or unit of work. This allows for all students to have a voice and a great learning and teaching strategy for making formative assessment of students.
Before reading text it is critical for students to develop thinking processes that assist in critical analysis of text. Brainstorm with students possible analysis questions before reading article. (Munro,) Lead the students into forming complete and well structured questions that they can ask of the text before reading.
The chosen text is an online resource, Ollie’s World, which provides a very accurate description of sustainability. Using Tribes learning strategy Final Word (Gibbs, 2008), have the students apply the previous analytical questions and share with one another their own understanding and comprehension of text.
Watch Video: “Sustainability explained through animation.” This will provide a very good example of sustainability and open up discussion for various themes that will be studied within the unit. It also allows for students who learn visually to have the opportunity to understand the concept of sustainability if they struggled with the text.
Discuss the importance of sustainability asking students to place their belief or stance on a level scale. Using the Tribes learning strategy Fold the Line (Gibbs, 2008) students can then discuss with each other from different viewpoints.
Finally finish lesson by having students to write down their own definition of sustainability and reasons for its importance. Use this to reflect back to the KWL chart and ask students what they have learned. Add those under the title Learn and affirm students that by the end of the unit they will complete the column with more points and hopefully all those under the Want title.
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Lesson Two: Ecological FootprintBegin lesson with a reflection of previous lesson, in particular focus on the students’ definition of sustainability and its importance.
Using the learning activity Think, Pair, Share, where students pair up and share their points with one another before agreeing on one of their combined points to contribute with class. Students will use this learning strategy in analysing chapter .... from Humanities Alive 1 text book. They will be encouraged to use analytical questions such as the five W’s (Who, What, When, Where, Why) and report to the class three main points. This will allow for all students to have a voice and a wide and varied understanding of the text.
Students will then individually conduct a Web Quest discovering what an Ecological Footprint is based on EPA Victoria Website. This will lead to a class discussion about how the environments that are under threat, as per chapter.... in Humanities Alive 1 text book, are impacted by human activity.
Conclude lesson by again asking students to articulate what they have learnt and explain to them Assessment Task One: Sustainability/Ecological Footprint Poster which is due at the start of week 3.
Lesson Three (Double Period): Human Impact on EarthWatch the Trailer to National Geographic’s The Human Footprint Film as an introduction to the lesson. Then ask students for reflections on previous lessons, focus on Ecological Footprint.
Students will then calculate their own individual ecological footprint using the EPA Victoria Website calculators. Once the students have calculated their footprint conduct the Tribes learning strategy, put yourself on the line. This will serve as a formative assessment of the level of understanding that student’s are achieving and also how they feel about environmental issues such as sustainability, ecological footprint and global warming.
Ask students to calculate the class average of all ecological footprints and also together as a class calculate what the class’s footprint is a whole. Follow this up with the class brainstorming ideas how they can reduce the footprint made within the school community.
Students will then spend the next lesson either in the library or working on class set of laptops to complete Assessment Task One: Sustainability/Ecological Footprint Poster. Explain to students that next week there will be an excursion to the CERES environmental park.
Lesson Four: PopulationBegin lesson with reflection of previous lesson and also ask students how they are coping with their Assessment Task.
Conduct a SWOT chart with students in order to introduce the concept of population. A SWOT chart is a matrix with the four titles of: Strengths, Weaknesses, Opportunities and Threats. This is a great learning strategy to analyse and evaluate concepts, themes and issues.
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This lesson will attempt to follow Bloom’s Taxonomy’s level of thinking. Students will watch a YouTube video on Population Growth and then after the viewing complete a worksheet. This will assess students’ level of knowledge and comprehension.
They will then reflect back on their SWOT charts and make any changes if necessary now that they have some more knowledge on the topic, promoting application level of thinking according to Bloom’s Taxonomy.
Students will again work in pairs and analyse different images that are found in the Humanities Alive 1 Textbook. They will conduct a Think, Pair, Share learning activity in order to analyse the images and thus complete the level of analyses.
Watch the introduction to Dick Smith’s Population Puzzle just the first few minutes and after the video begin to ask how students feel and if they think population is a big debate or if it has an impact on sustainability.
Lead students into asking what the population of Australia is and reasons as to why Australia has population growth only in Coastal cities. Then get them to conduct a spreadsheet of Australia’s population and compare them in a Bar Graph. This activity can be found in the Humanities Alive 1 textbook.
Lesson Five: CERES Community Environment Park ExcursionStudents will be out on Excursion to CERES Community Environment Park for the day they will follow a set program conducted by the staff at CERES. For more information refer to Appendix 3A
Lesson Six: Practical SustainabilityHave a Structured Discussion with the class as students are placed in a group and they all take a role, either reporter, time keeper, chairperson and presenter. The reporter will write the points that students share, the time keeper makes sure that the activity is conducted in the allocated time, the chairperson ensures that all students have an opportunity to contribute and the presenter will move groups and report to their new group what the discussion was from their previous group.This structured discussion will enable all students to have a voice and promote inclusive curriculum within the classroom.
Have students look at various brochures that promote or advise in sustainable living within households and schools. Analyse and evaluate the targeted audience, style of writing, medium used and effectiveness of brochures.
Based on knowledge from previous classes and excursion, groups will come up with ten practical changes to become a more sustainable school, home and community. In groups, students will then write letters to the Principal, highlighting the importance of sustainability as a school body and how each classroom and the school can promote sustainability and reduce their ecological footprint.
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Lesson Seven: Video BrochureBegin the lesson with a reflection of the KWL chart from the beginning of the unit of work. Ask students how important it will be to promote sustainability within the school, the community and in their homes.
Do this by constructing a Y-chart asking students how does promoting sustainability look like, sound like and feel like. This will lead to class discussion try to lead the discussion so affirm that one of the most powerful tools of communication is video.
Explain to students the Assessment Task Two. Students in groups will create a short film promoting sustainability and the ten ways that they can reduce their ecological footprint.
Brainstorm with the class the aspects of a film such as the message, the context of a film and the concept of storyboarding.
Using a camera as a prompt, show students some basic filming techniques such as steadiness, camera movement. Allow for students to use the rest of the lesson in their groups filming outside of the classroom.
Lesson Eight (Double Period): Local Community Impact (Excursion and Fieldwork)Students will go to the local shopping centre with surveys to survey shop owners, assistants and the general public on their awareness of sustainability. The survey will also ask respondents what they do to reduce their ecological footprint and what they recommend. This will assist students in completing their Assessment task; therefore they will work together in their groups.
Lesson Nine: ReflectionsStudents reflect on their fieldwork experience and how they can use the data and information gathered to assist them in their assessment task. Again use the structured discussion learning strategy and have the presenter change positions with other groups.
This activity is followed by the Tribes activity Put yourself on the line. (Gibbs, 2008) In this activity students will be asked firstly simple questions that require them to make a level of agreement, such as “you like to eat take-a-way food.” One end of the room will represent zero or totally disagree and the other will represent ten or totally agree. Questions will continue from fun basic level of thinking questions to more complicated levels including questions relevant to the theme of sustainability.
This will then lead to another Tribes learning activity, Fold the line where the different ends of the line will fold and meet. Each student will have turns to share their perspective allowing for both inclusive curriculum and learning through inquiry process.
Students are giving the remaining of the class time to work on their filming as it must be completed by next lesson.
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Lesson Ten (Double Period): Movie MakerBegin lesson by explaining to students that in this period they will be given the opportunity to edit and produce their short videos.
Watch the online video “Movie Maker Basic Tutorial.” This is a great tutorial for beginners and explains a lot of the basic concepts and techniques required to use Movie Maker.
Allow for students who have great skill capacity using Movie Maker to demonstrate the following techniques to the rest of the class: Capture video from a device, import video clips, photos and audio, adding effects, adding transitions and cuts.
Students use remaining class time to familiarise themselves with Movie Maker software or finish off filming. Encourage students to preview each other’s films providing warm and cool feedback.
Lesson Eleven: Green CarpetThis lesson is dedicated for groups to present their short films in a ‘green carpet’ sort of feel. Each group will present and introduce their video to the class and at the end of each viewing warm and cool feedback is given by peers. Each film will be peer assessed as the teacher will assess the process in which the film was created as opposed to the finish product.
Teachers might want to provide popcorn and drinks during class time to establish a real film premier sort of feel.
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Appendix 1A- Ecological Footprint Web Quest
Web Quest Ecological FootprintYour quest is to discover as much as you can about an Ecological Footprint. Using all the information made available to you at the EPA Victoria Website: http://www.epa.vic.gov.au/ecologicalfootprint/default.asp Answer the following questions:
What is a simple way to think about sustainability?
What does our Ecological Footprint bond us to?
Describe in your own words what an Ecological Footprint measure:
What are the two approaches to calculating and their benefits?
Have a look at the case studies and write 5 points on how calculating an Ecological Footprint brought benefits within the community:
Looking at the graphs of Victoria’s Footprint, what was the three largest consumption categories and how big was Victoria’s Carbon Footprint?
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Appendix 1B – Video Worksheet
Population Growth Video WorksheetAfter watching the Population Growth Video Answer the following questions, remember this is not a test, but rather an activity to determine how much you can remember from watching the video.
What do we risk if the population continues to grow at its current rate?
What was the world’s population in 1804?
The current population growth is what per second?
The world’s population today is estimated to be 7 Billion, how much is it estimated to be in 2050?
Sir David Attenborough’s Quote read:“Instead of controlling the ________________________________ for the benefit of the population,
maybe we should___________ ______________________ the_____ _________________________
to ensure the survival of our ____________________________”
By 2025 what is the estimated rate of people affected by water shortages?
What is the issue if our population increases and so does our demand for food supply?
In your own words what are 3 things we can do to control the population growth?
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Appendix 1C – Letter to the Principal
Letter to the Principal
You are to work together in pairs and based on all the knowledge and information you have obtained from previous lessons, videos, textbook and excursions, write a letter to the Principal of the school. In this letter you are to explain why sustainability is an important and current issue and why our school should strive to work towards making changes for a more sustainable school community. Suggest three (3) main changes to the school community and how they can be implemented to improve the school’s body sustainability.
The letter should be correctly structured, using correct spelling and use of grammar. You will be given class time to complete this task and it must be completed at school.
Your final draft will be printed and sent to the Principal.
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Appendix 1D - Surveys
Sustainability Awareness SurveySex: M / F Respondent: Shop Owner / Assistant / General Public Date:
For the following questions please tell me on a scale of 1 -5, where 1 is No Level of Understanding and 5 is Complete Level of Understanding. Your level of understanding of the following concepts:
Sustainability:
Global Warming:
Ecological Footprint:
Carbon Footprint:
Consumption of Resources:
For the following questions please tell me on a scale of 1 – 5, where 1 is NEVER and 5 is ALWAYS. How often do you participate in the following activities?
Recycle waste at home:
Reuse grey water:
Consume ‘Bottled Water’:
Purchase ‘Organic and local’ produce:
Take Public Transport:
Have you ever calculated your Ecological Footprint: Y / N
Do you approve of the proposed Government Carbon Tax? Y / N
Are you aware of what materials are allowed to be placed in a recycling bin? Y / N
Would you participate in a Community Garden to produce local organic fruit and vegetables? Y / N
Would you like to receive information about how to make your home and lifestyle more sustainable and eco-friendly? Y / N
Thank- you for your participation, your response and answers to this survey are only for research purposes and we thank you for your time.
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Appendix 2A – Assessment Task One: Sustainability/Ecological Footprint Poster
Sustainability/Ecological Footprint Poster
Design a Poster that clearly describes what Sustainability or Ecological Footprint is. Explain their importance and relevance as an environmental issue. Your poster should have clear facts and target an audience who what to find basic information about those topics. Your Poster must include information regarding how sustainability or an ecological footprint affects people in the local community and in their house-holds. Include links to relevant websites. It must include a clear Title, pictures and clear text with correct use of spelling and grammar. Your poster should only be an A3 size and include colour as well as creativity. You must include a bibliography at the back of the poster.
Rubric for Assessment Task: Sustainability/Ecological Footprint Poster CRITERIA LOW MEDIUM HIGH MAR
KInformation gathering and quality of sources:
Use of searching strategies identifying relevant and reliable sources.
Good use of searching strategies identifying relevant and reliable sources.
Excellent use of searching strategies identifying relevant and reliable sources.
/5
Clarity of piece and gramma:
Clarity, consistency and style of piece including relevant grammatical skills and punctuation.
Good clarity, consistency and style of piece including relevant grammatical skills and punctuation.
Excellent clarity, consistency and style of piece including relevant grammatical skills and punctuation.
/5
Proofreading and Editing:
Evidence of proofreading correcting grammar and spelling with necessary editing.
Good evidence of proofreading correcting grammar and spelling with necessary editing.
Excellent evidence of proofreading correcting grammar and spelling with necessary editing.
/5
Writing for particular Audience:
Purpose and consistency in writing for particular audience.
Good purpose and consistency in writing for particular audience.
Excellent purpose and consistency in writing for particular audience.
/5
Bibliography: Correct use of bibliography, in compliance with referencing conventions.
Good and correct use of bibliography, in compliance with referencing conventions.
Excellent and correct use of bibliography, in compliance with referencing conventions.
/5
Comments:
TOTAL MARKS: /25
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Appendix 2B – Video Brochures
Video BrochuresIn groups you are required to make a short film (2-3mins) promoting awareness of sustainability. Based on all the information from class, articles, videos and text book, write up a script and draw a storyboard of a short film. Your short film should take into account aspects of film making and editing from class. Participation of all members in your group is required and it must have a clear message regarding sustainability and what you can do in your own household. Take into account the length of film (2-3mins) and the intended audience.
Groups will be asked to present their short films to the class on an exclusive ‘Green Carpet’ day before viewing. Each group will also be given an opportunity to provide warm and cool feedback and provide peer assessment based on the following rubric.
Your group will be given class time and be provided with flip cams and computer access to all necessary software packages.
Rubric for Assessment Task: Cyber Bullying Short FilmCRITERIA LOW MEDIUM HIGH MAR
KStoryboarding: Use of PowerPoint
software for thinking, planning and annotations of relevant changes from group discussion and peer feedback.
Good use of PowerPoint software for thinking, planning and annotations of relevant changes from group discussion and peer feedback.
Excellent use of PowerPoint software for thinking, planning and annotations of relevant changes from group discussion and peer feedback.
/8
Script Writing: Relevant writing notifying characters, scenes, props and setting. Style, gramma and evidence of proofreading.
Good and relevant writing notifying characters, scenes, props and setting. Style, gramma and evidence of proofreading.
Excellent and relevant writing notifying characters, scenes, props and setting. Style, gramma and evidence of proofreading.
/8
Group Participation: Participation of all group members throughout all aspects of storyboarding, script, props, filming and editing.
Good participation of all group members throughout all aspects of storyboarding, script, props, filming and editing.
Excellent participation of all group members throughout all aspects of storyboarding, script, props, filming and editing.
/5
Filming Techniques: Use of camera, setting, props and focus.
Good use of camera, setting, props and focus.
Excellent use of camera, setting, props and focus.
/2
Final Cut: Length of film (2mins), use of tone and mood to communicate a clear message, theme and topic.
Good length of film (2-3mins), use of tone and mood to communicate a clear message, theme and topic.
Excellent length of film (3mins), use of tone and mood to communicate a clear message, theme and topic.
/2
TOTAL MARKS: /25
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Appendix 3A – CERES Community Environment Park
CERES Community Environment Park Excursion
Company Name: CERES Community Environment Park
Contact Address: Corner of Roberts and Stewart Streets, Brunswick East, Victoria 3057
Phone Number: Main Number: (03) 9389 0100Education: 9389 0144Fair Food: 8673 6288Nursery: 9389 0111Reception: 9389 0100Sustainable Schools and Incursions: 9389 0133
Fax Number: 03 9389 0101
Email: [email protected]
Melways Reference: Map 30 B7
Cost: Full-Day program 10.00 – 2.30pm. This includes a 15min snack break and 30min lunch break. $18.00 per student (min cost per class $360)
Resources provided:How does this excursion support students’ learning in your unit?
This excursion will enable students to have the input from experts in the field of sustainability as well as have the opportunity to see sustainable living in a more tangible and practical way.
Which part(s) of VELS is this excursion linked to?As this unit is a Geography unit of work it will link with VELS level 5 Geography:Geographic Knowledge and UnderstandingStudents explain, using examples, how the interaction of physical processes and human activities create variations within the environment. They use evidence and appropriate geographical language to explain contrasts within smaller regions surrounding Australia. They demonstrate understanding of environmental issues based on inquiry and propose ways of ensuring the sustainability of resources.
What is your expectation of this excursion?Students to achieve a clear and in depth understanding of sustainability, provided with tangible and practical opportunities and ideas in which they can live a sustainable lifestyle in areas of the community, school and at home.
What activities will the students do during the excursion/incursion?Student will participate in four activities throughout the day all of which are conducted and lead by the staff at CERES the activities are as follows: Tour of CERES, Ecological Footprints, Sustainable Building Design and Water for Life.
Describe any specific pre and post activities related to this excursion/incursion?Refer to Teaching Strategies Table 1.2.
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Appendix 3B – Werribee Plaza
Werribee Plaza Survey Excursion
Company Name: Werribee Plaza
Contact Address: Corner Derrimut and Heaths Road, Werribee Victoria 3030
Phone Number: Main Number: (03) 9749 5111
Fax Number: 03 9748 6650
Email: [email protected]
Melways Reference: Map 206 D1
Cost: Free as the students will only be travelling via School Bus and then conducting surveys with shop owners, assistants and general public.
Resources provided:How does this excursion support students’ learning in your unit?
It promotes inquiry based learning as students will already have a prior knowledge on how to live a sustainable lifestyle in the community and at home, but it will assist with them building their knowledge based on input from others. It will also allow for interdisciplinary learning and building of social skills as students will in pairs be interviewing the general public. They are working in pairs in order to assist students that might struggle or not cope well with speaking to members of the general public.
Which part(s) of VELS is this excursion linked to?As this unit is a Geography unit of work it will link with VELS level 5 Geography:Geographic Knowledge and UnderstandingStudents explain, using examples, how the interaction of physical processes and human activities create variations within the environment. They demonstrate understanding of environmental issues based on inquiry and propose ways of ensuring the sustainability of resources.Also assist in the Interdisciplinary Learning Domain:Building Social RelationshipsDemonstrate respect for the individuality of others and empathise with others in local, national and global contexts, acknowledging the diversity of individuals.
What is your expectation of this excursion?Students to achieve a clear understanding of the awareness of sustainability within the community as well as gain an understanding of their targeted audience for their assessment task. They will also learn skills in being able to interpret and understand information from different data sources.
What activities will the students do during the excursion/incursion?Student will work in either groups or pairs and survey shop owners, shop assistants and general public on their awareness of living sustainable lifestyles.
Describe any specific pre and post activities related to this excursion/incursion?Refer to Teaching Strategies Table 1.2.
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References
Benard, B 2008, ‘Creating Resilient High School Systems by Engaging the Developmental Wisdom of Adolescence’, Engaging all by Creating High School Learning Communities, CenterSource Systems LLC, Windsor, California.
Gibbs, J 2008, Engaging all by Creating High School Learning Communities, CenterSource Systems LLC, Windsor, California.
Humanities Alive
Meyer D 2010, ‘Maths Class Needs a Makeover’, MathClass, viewed 29th May 2011, <http://mathsclass.net/comments/dan-meyer-math-class-needs-a-makeover>.
Victorian Curriculum And Assessment Authority 2008, Discipline-Based Learning Strand English, Victorian Essential Learning Standards, Victoria, Viewed 18th May 2011, <http://vels.vcaa.vic.edu.au/downloads/vels_standards/velsrevisedenglish.pdf>.
Victorian Curriculum And Assessment Authority 2008, Discipline-Based Learning Strand The Humanities - Geography, Victorian Essential Learning Standards, Victoria, Viewed 18th May 2011, <http://vels.vcaa.vic.edu.au/downloads/vels_standards/velsrevisedgeography.pdf>.
Victorian Curriculum And Assessment Authority 2008, Interdisciplinary Learning Strand Information and Communications Technology, Victorian Essential Learning Standards, Victoria, Viewed 18th May 2011, <http://vels.vcaa.vic.edu.au/downloads/vels_standards/velsrevisedict.pdf>.
Victorian Curriculum And Assessment Authority 2008, Interdisciplinary Learning Strand Thinking Processes, Victorian Essential Learning Standards, Victoria, Viewed 18th May 2011, <http://vels.vcaa.vic.edu.au/downloads/vels_standards/velsrevisedthinkingprocesses.pdf>.
Victorian Curriculum And Assessment Authority 2008, Physical, Personal and Social Learning Strand Civics and Citizenship, Victorian Essential Learning Standards, Victoria, Viewed 18th May 2011, <http://vels.vcaa.vic.edu.au/downloads/vels_standards/velsrevisedcivics.pdf>.
Victorian Curriculum And Assessment Authority 2008, Physical, Personal and Social Based Learning Strand Interpersonal Development, Victorian Essential Learning Standards, Victoria, Viewed 18th May 2011, <http://vels.vcaa.vic.edu.au/downloads/progressionpts/interpersonal.pdf>.
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