Professional Documents
Culture Documents
Key
Concepts/Values
To
understand
that
we
are
connected
to
the
places
around
us
Topic:
To
take
responsibility
in
caring
for
our
Our
Global
Footprint:
the
places
around
us
environment
!
!
Year
Level:
2
Big
Idea:
To
recognise
that
there
are
many
dierent
types
of
environments
and
they
play
a
role
as
caretakers
of
their
surroundings.
Teaching
proposal
Through
this
unit
it
is
envisaged
that
students
will
learn
about:
(What
are
the
big
ideas/understandings
you
want
to
address
for
this
topic?)
As
students
progress
through
the
Australian
Curriculum,
they
begin
to
realise
the
signicant
role
they
play
within
their
own
communiMes
and
as
a
global
ciMzen.
In
this
sequence
of
lessons
where
level
two
students
explore
Our
Global
Footprint:
the
places
around
us,
they
will
begin
to
recognise
the
way
that
they
are
connected
to
dierent
places
in
the
world
and
that
their
acMons
aect
the
environments
around
them.
According
to
the
Department
of
Environment
and
Heritage,
environmental
educaMon
for
sustainability
is
a
concept
encompassing
a
vision
of
educaMon
that
seeks
to
empower
people
of
all
ages
to
assume
responsibility
for
creaMng
a
sustainable
future
(2005,
p.
2).
Sustainability
is
considered
a
priority
within
the
Australian
Curriculum
as
it
is
in
the
best
interest
of
everyone
to
ensure
the
health
and
wellbeing
of
Australia,
our
planet
and
the
people
within
it.
This
unit
of
work
provides
students
with
the
opportunity
to
recognise
that
environments
provide
homes
for
people
and
animals
and
that
we
depend
on
many
things
that
our
land
produces
(food,
coXon,
paper,
fossil
fuels).
With
this
in
mind,
the
overarching
theme
of
sustainability
is
incredibly
broad
and
can
be
built
upon
throughout
the
many
years
of
schooling.
According
to
CuXer-Mackenzie
&
Hoepper
(2014,
p.
397),
sustainability
explores
both
social
and
economic
dimensions
and
our
ecological
footprint
is
inherently
linked
to
quality
of
life.
This
is
further
supported
by
the
Sustainability
Curriculum
Framework
(Department
of
the
Environment,
2010,
p.
4)
as
it
discusses
the
importance
of
educaMng
students
on
how
to
contribute
to
a
more
sustainable
future.
Each
acMvity
within
this
unit
of
work
seeks
to
explore
these
key
ideas
in
a
meaningful
and
relevant
way,
promoMng
deeper
thinking
and
creaMvity
in
nding
soluMons.
Our
sequence
focuses
specically
on
the
direct
impact
that
students
can
have
in
helping
the
environment
and
how
their
choices
have
an
impact
beyond
themselves.
Hicks
(2011,
p.
11)
suggests
that
by
allowing
students
to
imagine
parMcular
scenarios
and
quesMons
concerning
sustainability
issues,
they
are
more
likely
to
engage
and
nd
it
easier
to
think
about
the
long-term
eects.
The
lessons
that
we
have
designed
take
this
into
account
as
students
build
on
their
knowledge
by
rst
thinking
about
places
they
are
familiar
with,
such
as
their
school.
Students
are
encouraged
to
make
use
of
their
inuence
within
the
school
by
sharing
their
ideas
on
how
to
improve
and
care
for
the
land
that
they
have.
This
rich
acMvity
guides
students
toward
thinking
about
their
role
as
acMve
ciMzens
in
their
community
and
how
they
have
the
ability
to
bring
about
change
with
their
voice
and
acMons.
The
next
stepping-stone
is
their
parMcipaMon
in
an
excursion
to
Edendale
Farm
where
they
experience
a
dierent
environment
rsthand,
seeing
the
animals
and
plants
that
live
there
and
how
they
have
something
to
oer
us
(e.g.
worm
farm,
chickens
laying
eggs).
They
then
move
toward
studying
new
environments
and
compare
the
negaMve
and
posiMve
impact
humans
can
have
on
these
dierent
places.
When
discussing
sustainability
in
educaMon,
Holdsworth
&
Sandri
highlight
the
importance
of
providing
a
space
within
the
curriculum
to
explore
new
ways
of
thinking,
quesMon
and
jusMfy
world
views
and
deeply
reect
on
our
personal
posiMon
in
society
(2014,
p.
49).
Many
of
the
tasks
have
strong
links
to
civics
and
ciMzenship
a
well
as
geography
emphasising
the
way
that
sustainability
can
be
used
across
a
range
of
curriculum
areas.
Students
must
think
criMcally
and
creaMvely
about
ways
that
they
can
care
for
the
environment.
This
also
requires
a
level
of
empathy
for
dierent
environments
and
the
people
and
animals
within
them,
thus
developing
their
social
capability
and
ethical
understanding.
Understandings:
Key
Skills
At
the
end
of
this
unit,
students
will
At
the
conclusion
of
this
unit
students
will
be
understand
that:
able
to:
1.
There
are
dierent
environments
with
Explain
why
parMcular
places
are
unique
characterisMcs.
important
to
certain
people
including
2.
Places
are
important
to
people
themselves
3.
Our
acMons
can
impact
an
environment
Describe
the
characterisMcs
of
4.
Environments
can
change
over
Mme
dierent
environments
5.
We
are
individually
responsible
for
our
Discuss
and
evaluate
the
ways
that
surroundings
students
personally
impact
their
surroundings
!
!