EEO311 Learners Living in their world Humanities

SCOPE & SEQUENCE UNIT PLANNING

Duration: 10 weeks
STUDENT NAMES:

Weekly Focus:
Sustainability

Topic:
Looking after the places we live in

Year Level:
Year 2

Key Concepts/Values

What do they need to know that connects with the

curriculum
Recognise the change in the environment from past to
present, to future.
Understand their personal impact on the environment
Develop strategies to create a more sustainable lifestyle
Know there are sustainable and unsustainable sources of
energy

Big Idea:
Students will engage in learning the importance of living a
sustainable life for the future, and the roles and responsibilities
of each person (including themselves) in achieving this.

Teaching proposal
Throughout our unit of work, students will be exploring what it means to be sustainable. They begin at a basic level,
learning about what their local environment is, and how they can address the key issues of sustainability such as
protecting natural environments, and making sustainable decisions with regards to recycling and energy use.
Teaching sustainability is extremely important as it provides the opportunity for students to explore and evaluate
contested and emerging issues, gather evidence, and create solutions for a sustainable future (Department of the
Environment, Water, Heritage and the Arts, 2010). We believe that these are the key issues we need to address, as the
environment is forever changing, we feel we need to provide students with the ability to understand environmental issues
and develop strategies to help reduce these issues. If we focus on the development of strategies, students will then be
able to take action in terms of creating their own strategies in day to day life.
Cutter-Mackenzie and Hoepper (2014) discuss the three main aspects of sustainability being; the importance of limits
being placed on some human activities, a fair sharing of the worlds resources and people in affluent countries adopting a
lifestyle within the planets ecological means. In structuring our lessons we have incorporated each of these aspects and
highlighted the importance of students being accountable in ensuring they are living a sustainable life.
The Department of the Environment and Heritage state that the overall goals for of teaching sustainability are for

students to understandreflect.developappreciateand participate (Department of the Environment and Heritage,

2005) sustainability. This is why we have constructed our unit of work in the way we have. We are educating students to
understand the relationship they have with the environment, reflect upon the impact they have on the environment,
develop strategies they can use to become more sustainable themselves, appreciate the natural environment and
participate in activities that enable themselves, and the community, to build a more sustainable future (Department of the
Environment and Heritage, 2005).
As part of our unit we have incorporated an excursion to CERES Community Environment Park in which students will
further develop the knowledge, skills, attitudes and values necessary to shape a sustainable future. We included an
excursion as teaching 'about', 'in' and 'for' the environment were all essential elements of a critical environmental
education (Cutter-Mackenzie & Hoepper 2014).
The scope and sequence planner relies on a range of teaching and learner strategies in order to engage and motive
students to learn. Research has shown that for students to be active citizens, they must learn through purposeful
investigations of issues in local, national or global contexts. If their participation extends into these communities in
authentic ways, the learning can be powerful (Tudball & Gordon 2014, p. 317). By actively involving students in, and
ensuring they take responsibility for their learning, student will develop the ability to make meaning and think critically
about sustainability.

Understandings:

Key Skills

At the end of this unit, students will:

At the conclusion of this unit students will be able to:

1. Develop an awareness of their local environment.

2. Understand ways in which students can look after their local
environment and reasons why this is important.
3. Build students knowledge of water and ways to preserve it.
4. Build students knowledge of energy and ways to preserve it.
5. Understand their personal impact on the local environment.
6. Understanding the importance of sustainability on a larger scale.
7. Understanding their own roles and responsibilities in living
sustainably.

Effectively contribute to saving energy around the home.

Create strategies to preserve water

Effectively use non- recyclable products

Recognise natural and non- natural environments
Apply strategies to preserve their natural environment for the benefit
of animals and themselves
Apply knowledge of recycling and composting effectively
Utilise strategies to preserve energy sources

Australian Curriculum areas covered in this inquiry unit related to Humanities

Discipline

History
Geography

Knowledge & Understanding

The impact of changing technology on
peoples lives (at home and in the ways they
worked, travelled, communicated, and played
in the past)

code

Skills

code

(ACHHK04
6)

Distinguish between the past, present and

future
Identify and compare features of objects from
the past and present
Reflect on their learning and suggest
responses to their findings

(ACHHS04
8)
(ACHHS05
1)
(ACHGS01
8)

Humanities
Civics &
Citizenship

Students begin to participate in a range of

class and school activities such as recycling,
taking responsibility for class resources, and
marking local and national celebrations and
commemorations

(AVCC1)

CROSS CURRICULUM PRIORITIES

Organising ideas

code

Indigenous
Asia
Sustainability

- The biosphere is a dynamic system providing conditions that sustain life on Earth.
- All life forms, including human life, are connected through ecosystems on which they depend for their
wellbeing and survival.
- Sustainable patterns of living rely on the interdependence of healthy social, economic and ecological
systems.
- World views that recognise the dependence of living things on healthy ecosystems, and value diversity and
social justice are essential for achieving sustainability
- World views are formed by experiences at personal, local, national and global levels, and are linked to
individual and community actions for sustainability.
- The sustainability of ecological, social and economic systems is achieved through informed individual and
community action that values local and global equity and fairness across generations into the future.
- Actions for a more sustainable future reflect values of care, respect and responsibility, and require us to
explore and understand environments.
- Designing action for sustainability requires an evaluation of past practices, the assessment of scientific and
technological developments, and balanced judgments based on projected future economic, social and
environmental impacts.
- Sustainable futures result from actions designed to preserve and/or restore the quality and uniqueness of
environments.

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GENERAL CAPABILITIES
Literacy

Comprehend texts
Navigate, read and view learning area
texts
Listen and respond to learning area texts
Interpret and analyse learning area texts
Compose spoken, written, visual and
multimodal learning area texts

Personal and
social capability

Recognise personal qualities and

achievements
Develop self-discipline and set goals
Work independently and show initiative
Contribute to civil society
Work collaboratively
Make decisions

Numeracy

(ICT) capability

Critical and
creative thinking

Understand how visual elements create

meaning
Use knowledge of sentence structures
Understand and use numbers in context
Estimate and calculate
Apply proportional reasoning
Create displays of data using lists, table
and picture graphs and interpret them
Apply digital information security practices
Define and plan information searches
Locate, generate and access data and
information
Select and evaluate data and information
Collaborate, share and exchange
Manage digital data
Identify and clarify information and ideas
Organise and process information
Imagine possibilities and connect ideas
Consider alternatives
Transfer knowledge into new contexts
Draw conclusions and design a course of
action
Evaluate procedures and outcomes

Ethical
understanding

Recognise ethical concepts

Explore ethical concepts in context
Consider consequences
Explore rights and responsibilities

Intercultural
understanding

SCOPE & SEQUENCE UNIT PLAN

When
(Weeks
)
Week 1:

Under
standi
ngs

Learning Experiences/Learning processes

Resources

AC links/
codes

Your Local Environment

Lesson 1: Recognising what is in our local environment.
Students will inquire about the reasons we have things in
our environment using resource pictures provided (see
appendix A).
Teacher and students will discuss each image and
brainstorm reasons its important to have these in our
environment.

Lesson 1:
Inquiry images (See appendix
A)

(ACHHS048)
(ACHHS051)
(AVCC1)
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Lesson 2:
The Lorax By Dr Seuss

Teacher will then take students for a local walk around the
school grounds. Students are to observe what types of
environments they see. For example;

Parks
Houses
Skyscrapers
Rivers
Roads
Buildings
Farmland
Tress
Concrete areas

Students will then return to the classroom. They are to

draw an element of the environment they observed and
write a short paragraph about what that element would be
used for or an experience they have had there, and how
that environment makes them feel. For example;
-A park; We go to the park to play football. I love the park, I
feel happy playing on the grass in the fresh air.
-A large building; My dad works in a big building and we go
to visit him on Friday nights. It is fun being in a big
building. I get excited when I get to see dad.

Lesson 2: Understanding the importance of taking care of the

environment, specifically through recycling.
The teacher will read the text The Lorax to students. This text
discusses the importance of preserving our natural resources.
Students will listen to the teacher read the text
Students will discuss throughout the text what is
happening and how they feel about it. Use prompt
questions such as ;

- Whats happening to the environment here?

- How does that make you feel?
- Does this environment look familiar?

Students will be exploring why it is important to reduce the

use of plastic.
They will explore the meanings of the 3 Rs REFUSE REDUCE RECYCLE (Watch Youtube video Going Green)

Going Green
https://www.youtube.com/watc
h?
v=8DJ45Yc3urg&index=2&list
=PLmpp7R7F_dnEH9I6TiQwcks
OJdWUUJ8Y0
(HarryKindergardenMusic,2013
)

-Banana
-Newspaper
-Sock
-Plastic bag

Week 2:

Introduce the concept of plastic not being biodegradable

by having 5 items (banana (2/5 weeks), newspaper (6
weeks), sock (1-5 years), plastic bag (500-1000 years)).
Ask students to line up in the order from the item that
takes the shortest amount of time to break down into the
earth, to the item that takes the longest time to break
down into the earth.
Students are to write a pledge on how they might help the
environment by using less plastic on a trace hand cut out.
These will then be displayed in the classroom. For example;
-I will always use a drink bottle
-I will bring less things in my lunch box wrapped in plastic
-I will ask mum or dad to use material bags to shop instead of
plastic
-Ill make sure I put the write things in the recycling bin at
home
Animals in the local Environment
Lesson 1: The importance of trees for animals
Have a big picture of a tree on the board. This tree will be
Lucy.
Teacher begins by finding a letter on their desk. This letter
has leaves and twigs coming out of it. This letter is from a
Tree named Lucy (see appendix B), and she is writing to
the class asking for their help, because the council wants
to cut her down. Stick this letter up next to Lucy the tree
on the board.
Ask children what they think? How do they feel about this
situation?
Students work in pairs and brainstorm what they know
about trees on mini whiteboards.
Teacher comes across another envelope. Inside this
envelope there are many little letters from animals (see
appendix C) explaining why they cant lose Lucy.
Pass these letters around in a circle, and then have the
letters read out. Once all read, stick up next to Lucy the
tree on the board.
Have children then either draw a picture of Lucy. Children

Lesson 1:
-Image of a tree which will act
as Lucy.

-A letter written from Lucy (See

Appendix B)
- Multiple letters written from
other animals (See Appendix C)
Lesson 2:
Plastic Planet
https://www.youtube.com/watc
h?v=73sGgmZoMBQ
(Natracare,2011)
-plastic bags
-crafts

(ACHGS018)
(AVCC1)
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Week 3:

draw some of the animals into the tree with speech

bubbles to say why they cant lose Lucy. Can the children
think of any other animals?
Students can then share their drawings with the class. Did
any students think of any different animals?

Lesson 2: Effects of pollution on animals and their environment

Brainstorm as a class the main problems of pollution
(rubbish) for marine life.
-Fish could mistake plastic for food
- Fish could get tangled in rubbish bags
-It can clog up the water ways
Watch Youtube video- Plastic Planet
Students will be making ocean creatures out of plastic bags
to decorate the classroom (See appendix D)
Explain that the plastic bag they will be using will be kept
to make something instead of throwing it away and
hanging them in the room can be a reminder to themselves
and others to reuse plastic bags or make more
environmentally friendly choices
Students use plastic bag to create an ocean creature. They
can decorate it using beads, string, paper and any other
crafts you have.
Hang the creatures from the roof.
Clean up Australia day
Lesson 1: The importance of taking action to improve our natural
environment.
Students will be participating in clean up Australia day.
Watch Youtube clip- Earth were in it together
Brainstorm on the board reasons why we need to pick litter
up
- Why are we going out to collect litter
- What could happen if we left it
- What would happen if everyone did this all the time
- Why do you think its important we dont litter
Students will be going to a local area (creek, park etc.) and
picking up as much rubbish as they can find.

-paper
-images of ocean creatures
(See Appendix D)

Lesson 1:
Earth- Were in it together
https://www.youtube.com/watc
h?
v=tUHZsEtJXdk&list=PLmpp7R
7F_dnEH9I6TiQwcksOJdWUUJ8Y
0 (AuntieLitter,2009)

(AVCC1)
(ACHHS048)
(ACHHS051)
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Week 4:

Bring the rubbish back to the classroom and sort items in

categories (Recyclables, cardboard, plastics, glasses,
other )
Record these results on the whiteboard to be used for
lesson 2

Lesson 2: The importance of taking action to improve our natural

environment.
Gather the students on the floor and re -cap what we did in
lesson one
-What did we go can do?
-Why did we do this?
-Why is it important to pick up our rubbish?
-Was there lots of rubbish?
-Where might there be more rubbish?
Students will be developing table graphs to demonstrate
the results from their clean up Australia day
Use the recorded results written on the board from lesson 1
Students can present their table graph in a way that is
creative (they can use coloured paper, drawings, pencils
etc.)
These will be displayed around the room
Students will then collaborate on the floor and discuss their
graphs
-What was the most type of rubbish found
- Is this acceptable
-What are some strategies we can use to reduce this
Water and ways students can preserve water
Lesson 1: Where does water come from?
Have a discussion with students to brainstorm where they
believe water comes from
Project Treatment Plant sheet on board (page 5). Go
through this with the students. Ask prompting questions
such as
- What sorts of things could be in the water before It is
cleaned?
- Why do you think we need this process to take place?

Lesson 1:
Treatment plant work sheets
(Page 5 and 8)
http://www.epa.gov/safewater/
kids/pdfs/activity_grades_k3_activitybook.pdf (The Water
Project, 2015)

Lesson 2:
Water conservation song

(ACHHS048)
(ACHHS051)
(AVCC1)
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Week 5:

Where could we get water from other than our taps?

Students are to then complete the maze work sheet (page

8).

Students will then be asked to imagine they are a particle

in the water, and they are to write a short story about their
journey through being purified.

Lesson 2: Investigating ways we can save water.

Gather students on the floor and play then the water
conservation song, and project the lyrics on the board.
Ask the students some ways we can preserve water.
Ask students to write 5 different ways they use water at
home
Then ask students ways they could reduce this water use
-Brushing teeth-turn the tap off
-Having showers-make them shorter
-Washing hands- Turn tap off fully when done
Students will be making these into a display- so writing can
be pasted on to coloured paper and decorated.
Lesson 1: Renewable and Non-renewable Energy
The teacher will lead a discussion on renewable vs. Nonrenewable energy using the Its only Natural information
booklet.
The lesson will focus on;
Non-renewable Energy: Coal, Gas and Oil
Renewable Energy: Solar, Wind and Hydroelectric

The students will circle the all the renewable energy sources
they can find in the poster provided

With the students help the teacher will create an information

card on the three renewable energy sources on poster paper

The students will then choose one renewable energy source

and create an information poster on that source. The poster
must include a picture, explanation of what the energy
source is and why it is good.

http://www.h2ouniversity.org/ht
ml/K2_games_song.html (H2O
University,2015)

Lesson 1:
Its only natural information
booklet:
(see Appendix E)
Renewable energy poster:
(see Appendix F)
(Tes Australia, 2015)
Lesson 2:
Energy Island:

(ACHHK046)
(ACHHS051)
(AVCC1)
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Week 6:

Lesson 2:
Read the text Energy Island to students.
Discuss the events happening throughout the text
Have students brainstorm different ways they could use a
windmill for energy
-Heat
-Light
-To warm water
What are some other things we could have to help this out?
(Just see if any students come up with any other
suggestions)
-Water tanks etc.
Students are to make their own windmill farm for the
classroom (Use windmill template and instructions)
Each student makes their own windmill with a message on
it as to why the windmill is good to use for the environment
- It doesnt cause pollution
- Its safer
- Its cleaner
- It helps the animals
Windmills can be displayed throughout the classroom
Energy and ways students can preserve energy
Lesson 1: Energy and Saving Energy

Begin the lesson by engaging the students in a discussion

on energy using the following questions;

What do we need energy for?

Where do we use energy?
What would we do without energy?
How is energy bad for our environment? (The main types
of energy cause pollution that hurts our environment.)
Why should we try to use less energy?
In what ways can we use less energy?

Instruct students to access the website link in pairs and see

how the Clayton family could save energy. (Values, Money
and Me website).
The aim is for students to work with their partner to find all

Windmill template:
http://www.firstpalette.com/too
l_box/printables/pinwheel.pdf
(firstpalette,2008)
Windmill instructions:
http://www.firstpalette.com/Cra
ft_themes/Nature/pinwheel/pin
wheel.html
(firstpalette,2008)

Lesson 1:
Values, Money and Me
Kitchen link:
http://valuesmoneyandme.com
/activities/books/costing_the_e
arth/cost_earth_kitchen.html
Values, Money and Me Sitting
Room link:
http://valuesmoneyandme.com
/activities/books/costing_the_e
arth/cost_earth_sittingroom.ht
ml
(Values, Money & Me, 2015)
Lesson 2:
Energy Saving tips booklet
images (see Appendix G)

(ACHHS048)
(ACHHS051)
(ACHGS018)
(AVCC1)
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the ways they are wasting energy and discover energy

saving tips.
Lesson 2: Energy saving tips and Costing the Earth Board game

Provide the students with the Energy saving tips images

as a class discuss energy saving tips relating to each of the
images - drawing on knowledge from previous lesson. (See
teacher notes for examples students may need
prompting).

Students create an A5 sized booklet by writing their energy

saving tip next to the image and colour/decorate the
booklet this can be kept and taken home as a reminder of
ways to save energy.

Prepare the Costing the Earth board game and gather

materials needed. Explain the game to the students and
get them to play in groups of 4 6 players.

Week 7:

4
5

Ecological Footprint
Lesson 1: Our Ecological footprint

Read Carbons Mysterious Footprints Chapter 1 and 2.

Access the ecological footprint calculator online.

As a class using the electronic white board complete the

footprint calculator this can be done as a whole class
activity using the most common answer from the students.
(use the in-depth calculator to help students gain a better
understanding of what contributes to our ecological
footprint)
Lesson 2: Create a visual representation of your Ecological
footprint

Read Carbons Mysterious Footprints Chapter 3

Brainstorm on the whiteboard Area that contribute to our

ecological footprint (see teacher notes) encouraging
students to build on prior knowledge from previous lesson.

Using the footprints template students will cut out images

from magazines of things that contribute to their ecological
footprint and paste them inside the template, each student

Saving Energy Teacher Notes

(see Appendix H)
Board game instructions:

(see Appendix I)
Game and cards:

(see Appendix J)
(Values, Money & Me, 2015)
Lesson 1:
Carbons mysterious
footprints book:

(Tes Australia, 2015)

(see Appendix K)
Global Footprint Network
website link:
http://www.footprintnetwork.or
g/en/index.php/gfn/page/calcul
ators
(Global Footprint Network,
2015)
Lesson 2:
Carbons mysterious

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creates a visual representation of their footprint to be

displayed in the classroom.

Week 8:

5
6
7

CERES Excursion
Lesson 1: Story of Stuff

Watch the Story of Stuff a 20minute film which looks at

the shortcomings of the current system in which resources
are obtained, processed, used, and disposed.

Students write down 1 3 questions based on the video

Class discussion of video using prompts below and answer

students questions (see fact sheet)

What are all the different types of waste your school

produces?
What are all the different types of waste produced at
home?
How do your shopping habits contribute to the waste
stream?
What is recycling?
How can we reduce the amount of waste we produce
every day?
How can waste be used as a resource?
How do we become more conscientious consumers?

Lesson 2: Excursion to CERES

footprints book (see Appendix

K)
Areas that contribute to our
ecological footprint Teacher
notes (see Appendix H)
Footprint template:

(see Appendix L)
Magazines
Scissors
Glue
Pencils/textas
Lesson 1:
Story of Stuff Video:
http://storyofstuff.org/movies/s
tory-of-stuff/
Story of Stuff fact sheet (see
Appendix M)
(The Story of Stuff Project,
2015)
Lesson 2:
CERES Excursion Information
sheet:
http://sustainability.ceres.org.a
u/wpcontent/uploads/2013/02/The4-Rs-P-2-2015.pdf
(Ceres, 2015)

(ACHHS048)
(AVCC1)
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Week 9
and
Week
10:

5
6
7

CERES 4-Rs Program (Rethink, Reduce, Reuse, & Recycle)

Activities include;
Worms and Mini-Beasts
Bin sorting games
Paper making
Merri creek walk

Taking responsibility for living a sustainable life

Lesson 1: Operation sustainable futures

This activity can be done as a whole class, with students

taking turns choosing the answers. The teacher accesses
the link to the sustainable futures game and students are
given a series of challenges in which they must choose the
most eco-friendly answer.

Each challenge follows a set pattern. A short video clip sets

the scene and then the player is given 3 choices. There is a
help file for every challenge aimed at assisting the player
to choose the best answer, although these have been
deliberately made to help but not give the answer away.
These choices are scored and at the end of the game the
player is told their score and also given information on
whether or not they have preserved the planet.

The maximum score that can be attained is 800 and the

minimum score is 0. Children can also gain a good citizen
heart for one of the challenges.
Lesson 2: Recycling

Brainstorm some words for different types of waste, this

can be done as a whole class activity on poster paper or on
the white board. (Refer to teachers notes for possible
terms).

Once students are familiar with the waste words ask them
to watch the MobileMuster Promise video and ask
students if they think it is important to recycle mobile
phones and why.

Using a good collection of recycled materials including

used boxes, cardboard, egg cartons of various shapes and

Lesson 1:
Sustainable futures game:
http://hwb.wales.gov.uk/Resour
ces/resource/7a5f4e2f-a8d64323-8929-bff280c3010d
(Welsh Government, 2015)
Lesson 2:
Different types of waste
Teacher notes (see Appendix
H)
MobileMuster Promise video:
https://vimeo.com/88409992

(Vimeo, 2015)

White board or poster

paper
Boxes, egg cartons, bottles,
straws ect. (recyclable
material)

Lesson 3:
Compost Stew By Mary
McKenna Siddals

(ACHHK046)
(ACHHS048)
(ACHHS051)
(ACHGS018)
(AVCC1)
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sizes ask the children to create a mobile phone recycling

robot out of recycled products.
Once they have finished creating their robot they should
write a story about the robot and explain how it reduces
waste. When creating their stories ask students to come up
with alternative solutions to the problem of old mobile
phones. Students can create their own stories and
illustrations focusing on the theme of envisioning a
sustainable world.

Lesson 3: Composting

Read the students Compost Stew

Use the talking points as starting points for a discussion of

the text

1. Which items in the compost stew in the book surprised

you?
Invite your readers to list the ingredients the children added
to the compost. Which are plants? Which arent?
2. What would you add to your own compost stew?
After reading the guidelines for making your own compost
stew in the Chefs Note at the back of the book, discuss
with your readers what they might add to their own compost
stew from materials in their lives. Remember, if it is not
originally from a living organism, you should not put it in
your compost.
3. Why doesnt canned food rot?
Ask your readers why canned foods such as tomatoes, beets,
beans, and peaches do not rot inside a can even though they
would rot in a compost pile. Canned food has been sterilized;
as a result, it is missing the requisite bacteria and fungi for
breaking down organic matter. Once you open a can, no
matter how carefully, bacteria and fungi have access to the
contents and the food inside will begin decomposing.

Make your own compost stew out of collage material.

Using a range of materials, encourage the students to
collect scraps of varied types of paper. Include newspaper,
wallpaper, paint chips, cardboard, discarded photographs,
and tissue paper, among others. Provide an image of a
large compost bin or stew pot and invite your readers to

Compost bin image:

(see Appendix N).

newspaper, wallpaper,
paint chips, cardboard,
discarded photographs, and
tissue paper, among others
Lesson 4:
How to start a worm farm
information sheet (see
Appendix O).
(Cool Australia, 2015)

tear or cut the paper into a representation of what they

would put in a compost pile.
Lesson 4: Create a Worm farm

This is a whole class activity which requires teacher

preparation prior to lesson day.

Create a worm farm with the students following the How

to... start a worm farm information sheet.

Bibliography:
AuntieLitter, 2009. Youtube. [Online]
Available at: https://www.youtube.com/watch?v=tUHZsEtJXdk&list=PLmpp7R7F_dnEH9I6TiQwcksOJdWUUJ8Y0
[Accessed 14 9 2015].
Ceres, 2015. The 4-Rs Program (Grades P 2). [Online]
Available at: http://sustainability.ceres.org.au/wp-content/uploads/2013/02/The-4-Rs-P-2-2015.pdf
[Accessed 10 9 2015]
Clean Up Australia, 2011. Schools Clean Up Day. [Online]
Available at: http://www.cleanup.org.au/PDF/au/cua_scud_vic.pdf
[Accessed 14 9 2015].
Cool Australia, 2015. How to start a worm farm. [Online]
Available at: http://www.coolaustralia.org/wp-content/uploads/2012/12/how-to-start-a-worm-farm.pdf
[Accessed 8 9 2015]
Cutter-Mackenzie, A & Hoepper, B 2014, Teaching for sustainability in R. Gilbert and B. Hoepper (eds.), Teaching humanities and
social sciences: history, geography, economics and citizenship, 5th ed, Cengage Learning Australia, South Melbourne, VIC.
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Appendices
Appendix A: Inquire Images
Appendix B: Letter from Lucy
Appendix C: Letters from animals
Appendix D: Ocean Creatures
Appendix E: Its only natural information booklet
Appendix F: Renewable energy poster
Appendix G: Energy saving tips booklet images
Appendix H: Teacher notes
Appendix I: Board Game Instruction
Appendix J: Game and Cards
Appendix K: Carbons mysterious footprints book
Appendix L: Footprint template
Appendix M: Story of Stuff fact sheet
Appendix N: Compost bin image
Appendix O: How to start a worm farm information sheet

Appendix A: Inquiry Images

Houses

Beach/Ocean

Lake
Trees and
plants
Rivers
Cities

Farmland
Parks

Appendix B: Letter from Lucy

Dear Students,
My name is Lucy. I am a beautiful, tall, and very old gum tree in the park by the school. I
have been living here a long time, and I have many friends. Some of these friends are little
animals, some are big animals, and some are even people, just like you.
But students, Im writing to you because I need your help. The council wants to cut me down!
This is my home and I dont want to leave it, but I cant stop them on my own, I really need
your help!
Do you think you can help me?
Lots of tree hugs
Lucy

Appendix C: Letters from animals

Maggie the magpie
*Sqwark* Hi students, Im Maggie.

Lucy is going to be cut down if we cant help her. I really love Lucy. I keep my nest in her big
beautiful branched to raise my babies in. Without her, we wont have a home.
Please help us
Maggie

Kolby the Koala

Hello Kids
My name is Kolby. I really need your help. I eat Lucys yummy leaves and without her, I wont
be able to nibble on her delicious leaves and have a full belly.
Please help me
Love Kolby

Larry the Lizard

Gday kids
Im Larry, and I love lounging around in the shade of Lucys branches. But I heard she might
be getting taken away! Can you please help us keep her! Her branches give the best shade
in the whole park!
Thanks
Larry

Appendix D: Ocean Creatures

Octopus

Sea Horse

Sea Turtle

Shark

Appendix E: Its only natural

information booklet

Clown Fish

Appendix F: Renewable energy poster

Appe
ndix G: Energy saving tips booklet images

Appendix H: Teachers notes

Teacher Notes:
Saving Energy:
1. Tap - use cold water instead of hot when you can. Warm water needs to be heated and heating the
water uses energy. So next time you wash your hands or wash some clothes, use cold water!
2. TV - turn off the TV, computer or any other electrical appliance when youre not using them. Turning
off your TV or computer when youre not using them will save heaps of energy!
3. Window - use the light from the sun to light up your room instead of turning on The light. Also use
the sunlight to warm up your room in winter instead of turning on the heater.
4. Standby - that little light that stays on after youve turned off your TV or computer is called standby.
It means that your TV or computer can be switched on again very quickly. But it also uses lots of
energy.
So get mum or dad to help you turn things off at the power point. But make sure you dont turn off the
things that need to stay on all the time, like the fridge!
5. Energy efficient light bulb - next time you need to change a light bulb put in an energy efficient bulb
instead. Youll save lots of energy!
6. Fan - before you switch on the air conditioner, try the fan. You might have a fan on your table or
attached to the ceiling. These use about as much energy as a light bulb, which is heaps less than the
air conditioner.
7. Jumper - next time youre at home and feeling chilly, put on a jumper and some slippers before you
put on a heater. Its much easier and faster than the heater and youll save lots of energy.
8. Lightbulb - Turn off the lights when you dont need them. But do leave them on if you cant see in
the dark.
9. Open door - close the door! Close the door to your room or house to keep it warm or cool, and close
the door to the fridge to keep the cool air inside. Letting the cool or warm air out of a room or fridge
means that the appliances need to work harder to get that room or fridge cool again and this uses lots
of energy.
10. Phone and charger - get mum and dad to help you (and remind them) to unplug your phone
charger from the power point when the phone is charged. A phone charger that is plugged into the
wall even when the phone isnt connected to it will still use energy.

Area that contribute to our ecological footprint:

Energy - using electrical or other powered devices including microwaves, lights, hair dryers,
heaters, air-conditioners, travelling in a car, tractor, bus or train, lawn mowers, televisions,
computers, radios, and refrigerators.
Water - using water for drinking, growing food, cleaning. It could be cleaning your hands, teeth or
flushing the toilet. Water is also used in washing machines and dishwashers, and to water the
garden and sporting fields.
Waste - what you use and no longer need. This could be bottles, newspaper, packaging, old
clothes and leftover food.

Different types of waste:

Waste any material that is no longer needed. Examples from your lunchbox might be: plastic
used to wrap your sandwich, your empty juice box or an apple core. You might be able to recycle,
reuse or compost these things so don't just put them straight into the rubbish bin.
Recycle materials that can be made into something new at a factory. Examples from your
lunchbox: paper sandwich wrap used to wrap your sandwich or empty juice boxes.
Reuse material that can be reused in a different or new way. Examples from your lunchbox:
paper or plastic bags can be used to carry things other than your lunch.
Composting material material that comes from plants such as fruit and vegetables scraps.
Examples from your lunchbox: apple core or banana skin.
Rubbish material that can't be recycled or composted or reused. Examples from your lunchbox:
plastic used to wrap your sandwich and the plastic straw from your juice box. These things can't be
reused, recycled or composted and should be put in the rubbish bin.
Litter material that has escaped from the rubbish or recycling bin and might pollute the
environment.

Appendix I: Costing the Earth Board game instruction

Title: Costing the Earth Board Game

You will need:
1. Costing the Earth Board Game pre-prepared.
2. You will need to print out the base board A3
and print the cards onto A3 card and cut out into
the 3 decks.
3. You may wish to laminate the game
components so they can be re-used.
4. Dice - one per game.
5. Counters or coins - 1 per player.
6. Red / green / yellow paper and marker pens (if
making a giant game version)*

The Activity:

Children work in a number of small groups roughly 4 6 students per game (you will
need to prepare multiple games).
They take turns to throw the dice and move around the board. Depending on the
colour of the square where they land, take an Eco Warrior or Eco Horror card and
follow the instructions after reading it out loud to the group.
There are also a number of Energiser cards with actions/tasks that can be completed
by the individual player or the whole group.
The winner is the first player to reach the final target at the end of the trail.

*Alternatively you can prepare a large scale board on the floor using green, yellow and red
paper squares to replicate the A3 board. In this case the children stand on the paper
numbers and move themselves around the board.

Appendix J: Game and Cards

Appendix K: Carbons mysterious footprints book

Appendix L: Footprint template

Appendix M: Story of Stuff fact sheet

Appendix N: Compost bin image

Appendix O: How to start a worm farm information sheet