INTEGRATED STUDIES UNIT PLANNER

AUSVELS Levels: 5
Unit Title: Geography/Science Man Vs Wild/Adaptations

Term: 2

Year: 2015

Topic: Sustainable Practices

Duration of topic: 1-2 weeks

AusVELS Learning Focus Statements (Learning Intentions):

Students compare the various ways humans have used and affected the Australian environment.
Students recommend ways of protecting environmentally sensible areas in a sustainable way. They provide examples and evidence based on their inquiries.
Scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples lives.
Scientific knowledge is used to inform personal and community decisions.
Communicate ideas, explanations and processes in a variety of ways, including multimodal texts.

Resources Required
Smartboard
YouTube Videos
Sticky Notes
IPads/Computers
Workbooks
Stationary
Poster Paper
Modelled Poster
Series of Images displaying Practices
Brainstorming Poster
Six Rs PowerPoint
Six Rs Word Search Puzzle
Strips of Paper for Six Rs Definitions
Letter Template
Checklist for Summative Assessment Task
Peer Feedback Guide for Students
Example of Animation Video + Charter
Assessment Task:
Classroom participation
Observations
Discussions
Group activities/posters/bookwork
Brainstorming
Sustainability Letter
Games
Open-ended summative task

YEAR LEVEL: 5
G: Goal

A: Access Prior

Knowledge

N: New

Information

WEEKS: 7-8
I can identify and explain how
sustainable practices have been
developed and/or are applied to
protect the environment.
What things can you think of that has
been implemented by man to protect
our environment? (Our land, flora and
fauna).
Students turn and discuss with the
person sitting next to them, and then
discuss with class. Teacher guides
students if they are unsure
(National/Marine Parks, Recycling,
Water & Energy Conservation
Methods etc.)
Introduction of term Sustainability.
Explain to students that sustainable
practices developed and applied by
man help to protect the environment.
YouTube Video:
https://www.youtube.com/watch?v=_
5r4loXPyx8

I can identify and explain how

sustainable practices have been
developed and/or are applied to
protect the environment.

Inquiry Research Task: In their table

groups, students are to research a
sustainability practice that man has
implemented and create a poster on it.
These will be picked out of a hat by the
table captains.
A list will be written on the board by
the teacher guiding students about
what is required on their posters. The
list will include the meaning of the

TOPIC: Sustainable Practices

I can identify and explain how

sustainable practices have been
developed and/or are applied to protect
the environment.

I can identify and explain how sustainable

practices have been developed and/or are
applied to protect the environment.

A series of images are presented on

Smartboard and students will discuss
what the image is, and whether these
practices will help to protect our
environment or whether they will
damage it and why (e.g. someone
littering/someone recycling).

Brainstorm Map: Students explore what

they have learnt through the last two
lessons by expressing their knowledge on
Sustainable practices developed to
protect our environment. This will also be
displayed in the classroom near the
sustainability posters.

Modified version of Celebrity Heads Game:

Teacher chooses a student to sit in a chair
above the board, and writes a sustainability
practice on top of their head. The student
will ask the class questions to try and
identify what their practice is.

Change the World in 5 Minutes Video:

https://www.youtube.com/watch?v=o
ROsbaxWH0M

Introduction of the six Rs: Display

PowerPoint on the Smartboard exploring
the 6 Rs (Rethink, Reuse, Recycle, Repair,
Reduce, Refuse).

Discussion: What other ways can we as

humans help to protect the
environment we live in? Each table
present 2-3 ideas.

Students will take notes on sticky

notes provided by the teacher during
video and will discuss things they have
discovered.

A: Application

TERM: 2, 2015

Students as a class will complete activity

on the PowerPoint exploring how one
could modify the lolly bag presented using
the Six Rs.

The teacher will guide the student in what

questions to ask if necessary. Once the
student has guessed, another
student/sustainability practice will be
chosen.
Animation Video:
https://www.youtube.com/watch?v=Z_eAp
yjB8sM
Discuss practices addressed in the
animation as a class.

Teacher will hand selected students strips

of paper with meanings on them, and on
the board they must match the meaning
with one of the Six Rs.
Students will continue to work on their
posters from last lesson, and will aim
to be finished by the middle of the
lesson.
Students will then share their
completed posters to the class as an
informal presentation where they read
the information and show the pictures
on the poster.

Letter to a friend or family: Students will

write a letter to a friend or their family
that lists and explores the ways that they
themselves can protect their own
environment (home, school, backyard,
street, park etc.). Students can use IPads
to research some ways or watch
educational videos to help them if
necessary.
The letter template will be provided by

Open-ended task: You and your group are

stranded on a mysterious island. In order to
survive, you must come up with a charter
that lists up to 10 ways you can make the
island a more sustainable living
environment. You must then choose one
and present how you will implement/apply
this on the island. It is your decision how
you will present this. Some ideas include:
PowerPoint presentation, Role Play, Speech,
Rap, Song, Dance, Freeze frames with a

practice, ways it has been

applied/implemented, how it protects
the environment and images to
support the information.

These posters along with the

brainstorm map will be displayed
around the classroom for students to
refer back to in the future if required.

the teacher and this can be stuck in their

workbooks after completion. If
completed, students can draw a picture
underneath the letter also.
Extension: 6 Rs and Sustainability Word
Search Puzzle (Sourcehttp://practicalaction.org/6rs).

The teacher will present a model to

the class before they begin, so
students can visually see what they are
expected to do. Teacher will assist
students during production of task.

Groups will be chosen by the teacher

according to students learning
needs/abilities.
Show example of teachers own charter and
animation response to the charter
(modelling).
A checklist will be provided for students so
they know what must be included and what
is expected of them.

Explain to students that if they would

like to, they can do some further
research/collection of images at home
to bring to the next lesson for their
poster.

G: Goal

voiceover, Animation video etc.

*NOTE: Students will be given 2-3 lessons to

complete task, to allow suitable time to
finish the task and present their work. This
will be decided by the teacher depending on
students progression.

Revisit goal and important information

at the end of the lesson.

Revisit goal and important information

at the end of the lesson.

Revisit goal and important information at

the end of the lesson.

Students are to share two interesting

things they have discovered within the
lesson.

Students are to think of one question

they wish to investigate next lesson.

Students are to share their letter with

another class member on their table.

Students will provide peer feedback on

presentations using a guide that will be
given to them by the teacher.
Revisit goal and important information at
the end of the lesson.
Students will write the goal in their
workbooks and give themselves a score out
of 4 depending on how well they believe
they have achieved the goal.