EEO410 Learners learning about and for their world Human Disciplines

Inquiry Unit on Our Community Year Level: 3/4 or 5/6 Duration: 10 weeks (1 school term)
UNIT TITLE: Future Planning in Our Community Our Community - Future
Your names: Angus Dickason & Georgia Lofthouse planning/sustainability

INQUIRY FOCUS STATEMENT

The unit planned will encourage an in-depth look into the role future planning plays in the world around us with particular regard to
examining the implications of living and growing in a sustainable fashion. The unit will also encourage students to consider the
implications of the decisions and initiatives discussed and set by local, state and federal government.
Through the lens of sustainability and globalisation we will encourage students to consider areas such as services, facilities, the
environment, resources, jobs and climate change in the spirit of encouraging students to become active and aware global citizens.

INQUIRY FOCUS QUESTIONS

What role does the earths natural environment play in our future planning for globalisation and growth?
What effect are humans having on earths natural environments, and how are we planning for combating these effects in the future?

CONCEPTS SESSION FOCUS UNDERSTANDINGS KEY SKILLS

These concepts are
developed through this
unit:
Connections/interconnecti
ons
Community
Continuity & change
belonging and identity
Resources
Human Geography
Population distribution
Natural Resources
Infrastructure
At the end of this unit, students will:
1. Understand the meaning of sustainability and what
the key ingredients of sustainable practises are.
2. Identify the issues in the community in regard to
climate change and resources.
3. explore how community environmental issues can
be and have been addressed in the past and future.
4. Discuss the human impact on environment, positive
and negative and how that impacts the future.
5. Understand the range of utilities, services and
facilities the government provides for the public, and to
what extent these are sustainable for the future.
6. Understand the different levels of governments role
in planning for the future.
Throughout this unit, students will
have developed these skills:
Identify (and explain): spatial
distributions and patterns as a result of
government planning as explored in
week sixs mapping activity.
Predict: future of Australian
environments with and without
Government interventions as explored
in depth throughout the process of
creating IRPs.
Design: initiatives to improve
community for the future as explored
 Sustainability
SUMMATIVE ASSESSMENT
7. Explore how the past has affected the present
(including government), and how we in turn will affect
the future.
8. Predict what our community will look and sound
like, as well how our community will function, in the
future.
9. Analyse and justify points of view on environmental
and sustainable issues.
10. Develop initiatives to help improve their own
communities.
FORMATIVE ASSESSMENT
more in depth through week two
session ones lesson.
Examine: human response to differing
conditions and factors that may
influence them.This is a skill that is
built more or less throughout the entire
unit as examining human responses to
climate change.
Describe: governments role in guiding
future.This will be explore mostly in the
last four sessions of the unit through
the IRP.
Illustrate: the current issues in the
community (e.g. environmental) and
how they may have been caused.
Assess: how government initiatives
have impacted our communities as
explore through week 8, 9 and 10. .

The final form of summative assessment for the unit of what
makes our community in regard to future planning will be an
exhibition day. This grade-level wide activity will be
conducted during shared class time and will consist of
students exhibiting their IRPs (Independent research
projects) that have been constructed and prepared over the
past several lessons. This will be examined and assessed
both by peers, and by the teacher, who will have the use of a
rubric which will then be used to analyse student progress
and levels of conceptual understanding.
A significant portion of the units formative assessment will
consist of the teachers own observations, notation, records
and ability to determine and gage student learning. This will
ultimately play a role in nearly every lesson/activity
conducted, and will result in the culmination of a range of
different forms of small assessment at the end of the units
work.
The butchers paper work, as well as the community walk
work, will give the teacher a good idea of how students have
progressed and conceptualised the idea of governments role
in preparing for a sustainable future.
A kind of summative assessment that will be taken in week
seven is the videos produced as a result of the teacher/helper
filming the news report presentations. These videos will be
saved and can be examined to assess student knowledge
both at that particular point, but also in regard to their
understandings of other nations level of sustainable living.
TEACHING PROPOSAL (700-800 words)
Drawing on READINGS AND WEEKLY LECTURES explain:
Why use inquiry pedagogy?
Why is your inquiry focus statement important?
How does the Melbourne Declaration and Victorian Curriculum Humanities fit with your selected unit?
Sustainability and future planning are critically important parts of the curriculum, for students to understand the environment, our impacts on it, and
how best to preserve it for the future. In this unit, students will be looking at both aspects, in a hands-on and inquiry approach. An inquiry pedagogy is
vital as students can engage in deeper learning, by experiencing and exploring tasks (Kukkonen et al. 2016, p. 349), in the model of immersion,
investigating and celebration (Hoepper & Gilbert 2014). Inquiry based learning involves a more student-centred approach, in comparison to the
traditional approach of a banking method (Freire 1972, p.46). Inquiry pedagogy uses teaching and learning strategies to open-up learning in order to
develop meta-cognition skills, collaborative work, problem solving skills and can often incorporate different curriculum areas and real-life situations
(Lupton 2013, p. 27). The inquiry approach benefits diverse groups of learners, and their needs, by not only engaging with visual and audio learning,
but authentic hands-on experiences too (Lupton 2013, p. 27). Fieldwork commonly used in geography is essential for inquiry (Preston, L 2017,
EEO410 developing geospatial skills in geography, Deakin University, lecture, 21 March 2017), learning about, in and for a topic/environment. The
constructivist view enables students to take more control over their learning, have more input in how they learn, and to not only work alone but
collaboratively (Lupton 2013, p. 23). Discussions and critical questioning between students can consolidate learning, build knowledge and skills as
they work through tasks/problems with more relevance involving real-life scenarios (Hoepper & Gilbert 2014, p. 69). Its as much about the process
students go through, as the final product which is used to assess them.

The inquiry focus statement is important as it not only looks at sustainability, but links in the importance of looking forward to the future. The aim of
education is to help create active and informed citizens (Hoepper & Gilbert 2014), so students need to engage with a range of angles of a topic and
not just simple defining tasks. The inquiry focus statement leads to not just defining sustainability and looking at the process of planning, but
examining implications of human growth on earth (Hoepper & Gilbert 2014, p.392). Under this topic students will also branch out into looking at
government, different initiatives and resources. The statement provides the starting point for the journey students will go through, considering many
factors and areas of sustainability and the future, encouraging them to think about their actions and act locally to make changes. Future planning and
sustainability are becoming more important in society as the world changes at a rapid rate (Hoepper & Gilbert 2014, p. 396). Its vital students have
the skills to navigate the changing social and physical environment, to understand their actions have implications and make well rounded judgements
in the future (VCAA 21016). In the unit students are looking at places and how they interconnect (Preston, L 2017, EEO410 geography as a
curriculum area, Deakin University, lecture, 21 March 2017.), but more importantly the human influences on those areas and how they are managed
(VCAA 2016). This can include how people have responded to climatic conditions, and thought that goes into dealing with those issues (VCAA 2016).

The curriculum guides the direction of the unit, focusing on the human aspect rather than looking at science. The unit is based on students
understanding, investigating, and reflecting (Hoepper & Gilbert 2014, p. 252) on the decisions/actions that go into keeping our environment
sustainable for the future. Sustainability and future planning can be seen in other areas of the humanities curriculum such as civics and citizenship
(Preston, L 2017, EEO410 civics and citizenship: teaching for active and informed citizens, Deakin University, lecture, 14 March 2017.). However for
the most part, our attention is directed at the geography discipline. Specifically, for year 5/6 looking at places, interconnection, human impact and
response (VCAA 2016). The intention for the unit is to prepare students for an unknown future, that they are a part of, and to grasp the concept that
their (and others) decisions matter.

Aligning with the Melbourne Declaration on Educational Goals for Young Australians (2008) is the focus of the inquiry statement, is making students
informed citizens who can think about the world around them. Another primary goal of the unit is to allow students to examine how the world is now,
and to consider what we can do to shape the future. The unit aims to meet the diverse needs to of students using a student-centred approach
involving hands on experiences. Its important form of learning is a lot more personal, and knowledge is extended beyond meaningless tasks in a
diverse classroom (2008, p. 7). The Melbourne Declaration (2008, p. 8) pinpoints students being creative, motivated and thinking deeply in order to
become successful learners. The unit aims to satisfy this goal by encouraging extended learning tasks and open-ended tasks to be explored using
different mediums (written, performance, videos etc.) as students voices are being heard and recognised with discussions and working towards their
strengths. Their confidence will in turn increase and they will be able to use their knowledge to make informed decisions (2008, p. 9).

References:
Freire, P 1972, Pedagogy of the oppressed, Penguin, Harmondsworth, Middlesex.

Hoepper, B, Gilbert, R 2014, Teaching humanities and social sciences: history, geography, economics and citizenship in the Australian curriculum,
Cengage Learning Australia, retrieved 8 May 2017, < http://ebookcentral.proquest.com.ezproxy-
f.deakin.edu.au/lib/deakin/detail.action?docID=4447617>.
Kukkonen, J, Dillon, P, Karkkainen, S, Hartikainen-Ahia, A & Keinonen, T 2016, Pre-service teachers' experiences of scaffolded learning in science
through a computer supported collaborative inquiry, Education and Information Technologies, vol. 21, no. 2, pp. 349- 372, retrieved 5 May 2017,
<http://eds.a.ebscohost.com/eds/detail/detail?sid=4728d93c-6ae3-486f-9f5a-
2ef60f6923ba%40sessionmgr4010&vid=0&hid=4113&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=edsgao&AN=edsgcl.4444
11188>.
Lupton, M 2013, Inquiry pedagogy and the Australian Curriculum, Primary and Middle Years Educator, vol. 11, no. 2, pp. 23-29, retrieved 4 May
2017, <https://eprints.qut.edu.au/65829/2/65829.pdf>.
VCAA- see Victorian Curriculum and Assessment Authority
Victorian Curriculum and Assessment Authority 2016, Geography , retrieved 1 May 2017, <http://www.vcaa.vic.edu.au >.
MCEETYA- see Ministerial Council on Education, Employment, Training and Youth Affairs.
Ministerial Council on Education, Employment, Training and Youth Affairs 2008, Melbourne declaration on educational goals for young Australians,
MCEETYA, retrieved 1 May 2017, <
http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf>.
Preston, L 2017, EEO410 civics and citizenship: teaching for active and informed citizens, Deakin University, lecture, 14 March 2017.

Preston, L 2017, EEO410 developing geospatial skills in geography, Deakin University, lecture, 21 Marc h 2017.

Preston, L 2017, EEO410 geography as a curriculum area, Deakin University, lecture, 21 March 2017.

Victorian Curriculum HUMANITIES areas covered in this inquiry unit

(leave blank if not appropriate to your unit)

HISTORY
Historical Concepts & Skills Content Descriptions
VC code
Chronology N/A -

Historical sources as evidence N/A -

Continuity & change VCHHC085

Identify and describe patterns of continuity and change in daily life for
Aboriginal and Torres Strait Islander peoples, native born and migrants in
the Australian colonies

Historical significance N/A -

Historical Knowledge Content Descriptions
VC code
Personal histories N/A -

Community histories VCHHK096

Significant contributions of individuals and groups, including Aboriginal and
Torres Strait Islander peoples and migrants, to changing Australian society

GEOGRAPHY
Geographical concepts & skills
Content Descriptions VC code
Place, space & interconnection Describe and explain interconnections within places and between places, VCGGC087
and the effects of these interconnections

comparing how people have responded to climatic conditions in similar and VCGGC087
different places and factors that may have influenced this such as culture
and technology

summarising the points of view on an issue, for example in a planning or

VCGGC089
environmental dispute

Data & information

Collect and record relevant geographical data and information from the field VCGGC088
and secondary sources, using ethical protocols

Geographical knowledge
Content Descriptions VC code
Factors that shape places and influence
interconnections (5/6) Differences in the demographic, economic, social and cultural characteristics VCGGK093
of countries across the world

Environmental and human influences on the location and characteristics of

places and the management of spaces within them
 Influence of people, including the influence of Aboriginal and Torres Strait VCGGK094
Islander peoples, on the environmental characteristics of Australian places

Environmental and human influences on the location and characteristics of VCGGK096

places and the management of spaces within them

Australias connections with other countries and how these change people VCGGK098
and places

ECONOMICS & BUSINESS (5/6) Content Descriptions

VC code
Resource Allocation and Making
Choices Identify types of resources (natural, human, capital) and explore the ways VCEBR003
societies use them in order to satisfy the needs and wants of present and
future generations

Consumer and Financial Literacy -

N/A

The Business Environment -

N/A

Work and Work futures -

N/A

Enterprising Behaviours and Capabilities -

N/A

Economic and Business Reasoning and -

Interpretation N/A

CIVICS & CITIZENSHIP

Content Descriptions VC code
Government and Democracy -
N/A

Laws and Citizens -

N/A
Citizenship, Diversity and Identity Examine the concept of global citizenship. VCCCC017

nvestigate how people with shared beliefs and values work together to VCCCC016
achieve their goals and plan for action.
explaining personal roles and actions as a citizen in the school and in the VCCCC014
community
 CROSS CURRICULUM PRIORITIES & PERSPECTIVES
Outline how and where these perspectives will be embedded in your unit
(2-3 lines where appropriate in YOUR OWN WORDS )
Indigenous and Torres Strait Islander Histories & Cultures

In looking at the past alters the present and that in turn alters the future students will engage with Indigenous and Torres Strait Islander
history and culture. Looking into how they used and altered the land in the past, but also how in the present day they use and manage the
land.

Asia and Asias engagement with Australia

The degree to which the unit will touch on Asia and Australias engagement with Asia will be minimal for the most part however it may be
beneficial in places to compare the level of government planning and sustainable living to that of various Asian and Southeast Asian
Countries. For example it may be necessary to discuss and examine the level of pollution exerted by a number of asian nations such as
China and India.

Sustainability

Sustainability is the major Cross-curriculum priority that we will be addressing through the unit. Throughout the unit we will aim to address
each of the three organising ideas that structure the Sustainability Cross Curriculum Priority; Systems, worldviews and Futures. Within
these, futures is the point we aim to address to the highest extent. The Students will aim to become very familiar with the idea of a
changing world, and all the ramifications of our current environmental situation, and therefore the impact this will have on our direction as
both a community and as one big global nation.

Worldviews & Religions

N/A

CAPABILITIES:
INTERCULTURAL CAPABILITY
Cultural Cultural
practices Analyse how aspects of their own and others lifestyle, diversity Examine and discuss the variety of ways in
behaviour, attitudes and beliefs can be culturally which people understand and appreciate
influenced (VCICCB009). differing cultural values and perspectives,
 and the things which promote or inhibit
effective engagement with diverse cultural
groups (VCICCD012).

ETHICAL CAPABILITY
Understanding 1 Decision N/A
concepts Discuss how ethical principles can be used as the basis for Making &
action, considering the influence of cultural norms, Actions
religion, worldviews and philosophical thought on these
principles (VCECU010).
Examine how problems may contain more than one
ethical issue (VCECU011).

PERSONAL & SOCIAL CAPABILITY

Self-Awareness and Management
Recognition & N/A Developmen
expression of t of Identify the skills for working independently
emotions resilience and describe their performance when
undertaking independent tasks
(VCPSCSE028).

Social Awareness and Management

Relationships Collaboratio
& diversity Explore and discuss behaviours that demonstrate n Identify the characteristics of an effective
sensitivity to individual, social and cultural team and develop descriptions for particular
differences(VCPSCSO029) roles including leadership, and describe
both their own and their teams performance
when undertaking various
roles(VCPSCSO032)

CRITICAL & CREATIVE THINKING

Questions & Meta- N/A
Possibilities Examine how different kinds of questions can be used to Cognition
identify and clarify information, ideas and possibilities
(VCCCTQ021)

Reasoning
Consider the importance of giving reasons and evidence
and how the strength of these can be evaluated
 (VCCCTR025)
Stage 1: IMMERSION - establishing what we want to find out: Posing questions and planning inquiry
Week/ Session Focus Resources Whole class learning
session: Understanding experience
(2,3,8 etc.)
Week 1 1 Reduce, reuse, Watch the video and discuss
session 1 recycle video (2009) (think, pair, share) the aspects
of 3 Rs, and strategies
mentioned. Discussing what
they might already do at
home/school.
Points from discussion placed
on anchor chart.
Week 1 1 Ecological footprint Students engage in recycling
session 2 quiz (2016) task. Using wrappers,
cardboard, bottles, metal etc.
Split into recyclable, garden
waste and landfill. Consolidate
previous lesson. Discuss
renewable resources.
Add to anchor chart what do
you think sustainability
means?
Week 2 1, 2 Students identify areas of
session 1 being sustainable using the
poster (Skanska 2017) and
what they think the impact they
have.
Posters
Independent/small group task
Independently students will
play the waste tracker game
(Council of Boroondara
2016). There are 3 different
levels, dealing with the 3 Rs
in the home.
Students work through the
ecological footprint quiz
(Earth Day Network, 2016),
moving past the 3 Rs. In
groups discuss food,
pollution, consumption etc.
Students will create an action
plan to improve, and see how
it changes their footprint.
Students go into the yard and
investigate how their school
is/isnt being sustainable.
Identify where most litter is
situated, is there a water
tank, veggie patch, are
materials being recycled or
used in another way etc.
Students map out an ideal
sustainable school, annotate
why it makes school
sustainable and what impact
Knowledge sharing
(students feedback their learning)
Students will fill out
KWL chart and share in
table groups. Students
reflect on what they
know and
misconceptions.
Teacher can use this
and results of game as
an informal pre-
assessment.
Each group present to
another group their first
footprint score, the plan,
the impact it had, and
what they would do
different next time.
Expo where students
walk around the room
and see others work.
Next to work they can
write
questions/comments
they have about others
work.
 it might have.

Week 2 1, 2 Students watch video about In groups students will pose Students will display
session 2 the garbage patch and as a questions that have arised their knowledge on a
class mind map about who is from watching the video. For poster to be placed
involved and how the patch example the impact humans around the room, with
came to be. have, and the effect the any other questions
Great Pacific garbage patch has on us, they still have.
Garbage Patch the effect of the garbage
video (2013) patch, what can be done,
does this garbage patch
affect other areas etc.
Another group will take these
questions and research the
possible answers.
Week3 1, 4, 7 Indigenous Elder Indigenous elder speaks to In groups students create Students perform plays
session 1 students about the traditional plays, each group on different and others will provide
ways to taking care of the land, area in time. E.g. pre- feedback with 2 stars
through to modern ways and colonisation and post- and a wish.
how land resources have been colonisation. Students will
used across time. Students show the range of ways
develop questions to ask the Indigenous people have used
elder. and managed the land.
Week 3 1, 2, 7 Students identify the number Each group will get a different Create a website to
session 2 of different organisations organisation and they will explain and promote the
(including not for profit) that develop a set of questions organisation
are working towards a about the organisation,
sustainable future. including what in their home
and community reflects the
ideas of these organisations.
Clean Up Australia
Day poster

Stage 2:ORGANISE, INVESTIGATE, FIND OUT- Collecting and analysing evidence

Session Focus Resources Whole class learning Independent/small group task Knowledge sharing
Understanding experience (students feedback their learning)

Week 4 4,9 Watch BTN clip (2009) about Students are to create a Each group will display
session 1 orangutans,on individual campaign about whats their campaign to the
whiteboards think of possible happening. They can choose class and can choose to
 reasons for the land to be
cleared (economic, political,
social).
BTN video (2009)
Week 4 2, 4, 9 Different excerpts of the book
Session 2 will be read to the class.
Students will think individually
about what sort of issues and
conflicts they can see from the
excerpts. Students can share
their opinions with the person
next to them about whether
fishing is a good or bad idea.
Week 5 1, 2, 4 Students discuss what they
Session 1 think happens to items that are
thrown out and how long they
think they last before
decomposing. A number of
items from school will be
placed in the room and
(2012)
students must decide on a
timeline to quickest to longest
decomposition.
Watch war on waste (2017).
Week 5 1, 2, 4 CERES excursion Students go to the CERES
Session 2 excursion and engage with the
many activities and learning
spaces it has for students.
to look at ethical deliver it how they like.
considerations, domino E.g. PowerPoint, song,
effect, resource shortage etc. dance, rhyme etc.
including the political, Other groups will give
economic and social issues. feedback.
Looking from the local people
and government perspectives
In groups students will be Students perform their
given different perspectives pieces and other groups
to become. Some will be fish, will decide if they were
fisherman, local family at convinced by their
home, government, part of a arguments.
sustainability group and can
debate/perform why fishing is
a good or bad thing
depending on what
perspective they have.
In groups students get their Students display their
own different items to decide timeline for their
on how long they take to particular items.
decompose, and decide on a
typical visual timelines for
production and consumption.
Students using materials in Students give their
the classroom, outside and invention/creation to
from home will make another student to see if
something brand new to bring they can identify what it
an older object to new again. is and how it might
The object should address an work.
area of sustainability. Could
be a model for a solar panel,
enclosure for chickens etc.
Week 6 4, 5 Read a small excerpt from Divide class into thinking Hold an exhibition in
session 1 BTN article regarding groups who will each tackle which the class rotates
population change (ABC News a different part of the article and discusses the other
2010). Discuss and brainstorm and use butchers paper to thinking groups ideas
ideas posed and possible represent the issue posed and solutions.This will
solutions as a class. and how people/governments accompany a class
are attempting to combat this debrief towards the end
issue. This could be using of the lesson regarding
pictures, flow charts, what was learned and
brainstorms ect. discovered.
Week 6 5, 6 small class recap on what is Conduct a small class walk Break up into groups
session 2 sustainable, and what are around the local community and discuss the things
somethings that the (may be as simple as walking students noted down,
government provides for the around the perimeter of the highlighting ideas such
public? eg roads, power school) to point out and note as; how sustainable is
supplies ect. down all the things that the it? is it created and
(an extension on week two government provides for the funded by the
lesson one). general public on a daily government?will we still
basis. need it in five years
As a resource students will time?
be provided with maps of the These will be shared at
surrounding area in which the end of class.
they will walk. On this
students will write the various
things they see.
Week 7 1, 4, 5, 6, 7 http://www.robecosa Start with an in depth outline of Breaking up into groups, To finish the first class
session 1 m.com/en/sustainab what the task for the next two choosing a working on this task a
ility-insights/about- lessons is. the task is going to nation/government to simple whole class
sustainability/countr be a news presentation investigate, and beginning debrief regarding who is
y-sustainability- performed by students in the process of research. A examining which
ranking/# groups of 2-3. the presentation good website to start from countries and how those
- Link to a consists of two main parts: when choosing a country will countries are/are not
starting point 1. researching and be provided (is the link in sustainable.
for students gathering information on resources).
research. a highly environmentally
This is a sustainable
website nation/government.
listing a 2. comparing and
range of contrasting this
different nation/governments
 sustainable system to our own, in
countries to terms of sustainability
choose from. and future planning.
Week 7 1, 4, 5, 6, 7 https://www.youtu This lesson will follow on from Students will work on their The last part of the
session 2 be.com/watch?v=9 the lesson earlier in the week. presentations for about half lesson will be spent
Jcl-5wlzn4 Students will be finishing off the lesson, and the other half watching student
the link provided is their news presentations. will be spent listening and present their news
an episode by kid As a group we will watch the examining the presentations. reports on other
president which the kid president episode to see This will be filmed. The news sustainable countries in
students can use as what makes for an engaging presentations should be no comparison to our own.
an example of a news report. longer than a few minutes. extra points will be
good news report. awarded for in depth
Students can watch comparisons against
this and examine our local sustainability
what makes his situation in Australia.
reports interesting This will be filmed, and
and fun. students will provide
verbal feedback to their
peers.

Stage 3: CELEBRATE/INNOVATE -What do we do with what weve found?

Concluding, reflecting on and responding to the inquiry
Session Focus Resources Whole class learning Independent/small group task Knowledge sharing
Understanding experience (students feedback their learning)
Week 8 1, 8, 10 the resource for this As a group we will explore that Independently the students will Think pair share regarding
session 1 session will be a prices and expenses involved in complete a budget activity. how students spent their
house outline on living sustainably. Areas you can Students will be given a cost of money and how
which students will be save money, and areas that cost $20,000 and will be asked to sustainable eachothers
able to more money. use the internet to figure out houses were made.
draw/demonstrate how much more sustainable
where their they can make their
sustainable houses/lives using this money.
appliances will be Students will also be asked to
placed. demonstrate on the resource
where/how they have placed
their sustainable appliances.
This could be as simple as
installing a veggie patch for
$200, or as big as putting in all
new insulation for $10,000.
It is important that students

Week 8 1, 10 Tying into the previous lessons
session 2 focus of sustainability on a
personal level the whole class will
explore what kinds of
plants/vegetation can be grown in
a veggie patch.
Week 9 1, 2, 4, 5, 6, http://www.environme This session will be the first
session 1 9 nt.gov.au/system/files/ session students start work on
resources/f29a8ccb- their IRPs (independent research
77ca-4be1-937d- project).
78985e53ac63/files/fa
ctsheet-australian- Tuning in will revolve around
government- discussing the topic of the IRP,
action.pdf which is; What will my community
look like in the future?
During tuning in students will
examine a climate change policy
set by the Australian government
and discuss how this policy could
shape what our community could
look like in the future.
Week 9 1, 2, 4, 5, 6, This lesson marks the
session 2 9 continuation of the IRPs. Tuning
in will consist of a brief task recap
followed by a video on YouTube
about what the future may look
like if we continue to live
https://www.youtube.c unsustainably.
know that estimations will
suffice in the lack of exact
details.
Students will then proceed out
to the school veggie patch (or
little pots in the classroom
depending on availability) and
plant a range of seeds provided
using techniques and skills
explored in tuning in.
Students are to create a poster,
model, presentation,
performance or whatever they
think will be most effective to
represent what their community
will look like at least 20 years
from now if we live sustainably,
and if we dont.
Students must consider
questions such as:
what will future
melbourne look like from
a sustainability
perspective? Why?
what government
policies now will affect
the future? How?
How do you think the
community should look if
we become more
environmentally
sustainable? why?
Students will continue work on
IRP, and hopefully start to
develop their methods of
representing what our future
community will look like both is
we live sustainably, and if we do
not.
Students will make
predictions as to which
plants will grow at which
rates and explore what
each other have planted in
a sharing time.
to debrief the class will run
through again the
parameters of the task,
and discuss different ideas
people have as to how the
future will look, and what
government
initiatives/policies will
affect how our community
grows in the future?
referring back to the
tuning in task.
Students will complete a
short reflective journal
entry about what their IRP
will show, and how they
are planning to show it.
Student should consider
questions such as:
 om/watch?v=eRLJsc How are you
Alk1M representing your
IRP?
What govt.
initiatives have you
examined to help
determine our
future state?
Why will our
community look
they way you
intend to represent
it?
Week 10 1, 2, 4, 5, 6, Students will watch a video on Students will continue work on Students will now
session 1 9 youtube about the reduction of their IRPs to ideally finish. IRPs complete a second
icebergs in Greenland. This will should start to take shape and reflective journal,
spark discussion regard how students should be able to reflecting on both the first,
other communities are dealing discuss and show what they and what they have
with climate change, and what think their community will look learned/experienced since
https://www.youtube.c they need to overcome in the like in at least 20 years then.
om/watch?v=ybunctXi process. considering factors such as
QR4 climate change, government
policies and community
dynamics.
Week 10 No resource Any last minute finishing touches This lesson will consist wholly of Students will complete two
session 2 necessary - will be put on IRPs and class will presenting IRPs. The entire stars and a wish on each
Presenting final IRPs. organise for presentations, class will be dedicated to this as others work, a final
whether they be in front of the it will be very effective for reflective journal entry and
class, a video or an exhibition. students to examine others receive a mark from the
work and see what they have assessor.
created in response to the
prompt; What will my community
look like in the future?

BIBLIOGRAPHY: (Harvard style)

Week 1:
Image 1- The 3 Rs, 2012, Reduce, reuse, recycle, online image, retrieved 1 May 2017, < http://www.greenenergysavingtips.com/reduce-
reuse-recycle-facts/>.
Image 2-Earth Day Network 2016, Ecological footprint, online image, retrieved 3 May 2017, <http://www.earthday.org/take-action/footprint-
calculator/?gclid=CNqip-Kb9c4CFVgjvQodptcMRA>.
Lesson 1- The Three Rs- reduce, reuse, recycle 2009, video, YouTube, Canada.
Lesson 1- Council of Boroondara 2016, Welcome to playground, Council of Boroondara, retrieved 3 May 2017, <
http://www.familywastetracker.com/games/>.
Lesson 2- Earth Day Network 2016, Ecological footprint quiz, Earth Day Network, retrieved 5 May 2017, < http://www.earthday.org/take-
action/footprint-calculator/?gclid=CM2WhZP88M4CFQkHvAoduYwFJQ>.

Week 2:
Image 1- Skanska 2017, Ace sustainability in a green school, Skanska, retrieved 3 May 2017, <http://blog.usa.skanska.com/ace-
sustainability-in-a-green-school/>.
Lesson 2-Great Pacific Garbage Patch 2013, video, YouTube, America.

Week 3:
Image 2-Clean Up Australia 2017, How to participate in clean up event, Clean Up Australia, retrieved 10 May 2017,
<http://www.cleanupaustraliaday.org.au/get-involved/>.
Lesson 2-Clean Up Australia 2017, How to participate in clean up event, Clean Up Australia, retrieved 10 May 2017,
<http://www.cleanupaustraliaday.org.au/get-involved/>.

Week 4:
Image 1-ABC News, 2009, Orang-utan, video still, retrieved 3 May 2017, <http://www.abc.net.au/btn/story/s2502368.htm>.
Image 2-World with fish book (2014)Stockton, F 2014, World without fish, online image, retrieved 10 May 2017,
<https://www.amazon.com/World-Without-Fish-Mark-Kurlansky/dp/0761185003>.
Lesson 1- Orang-utan2009, video, ABC News, Adelaide.
Lesson 2- Kurlansky, M 2014, World without fish, Workman Publishing Company, New York.

Week 5:
Image 1- Burntoringe2012, How long does it take to decompose, image, retrieved 5 May 2017,
<https://burntoringe.wordpress.com/2012/04/25/how-long-does-it-take-to-decompose/>.
Lesson 1- War on waste2017, television show, ABC, Melbourne.

Week 6:
McIntosh, M Sarker, T & Boyd R 2010, Australias Population Challenge, ABC News (Behind The News), retrieved 11/05/2017,
<http://www.abc.net.au/news/2010-03-25/33460>.

Week 7:
Lesson one - RobecoSAM 2016, Country Sustainability Ranking, RobecoSAM, retrieved 13/05/2017, <http://www.robecosam.com/>.
Lesson two - Kid Presidents Guide to Being Awesome 2014, YouTube, SoulPancake, July 28th, retrieved 13/05/2016,
<https://www.youtube.com/watch?v=9Jcl-5wlzn4>.

Week 8:
N/A
Week 9:
Lesson one - Department of the Environment and Energy 2017, The Australian Governments Action on Climate Change, Department of
the Environment and Energy, retrieved 13/05/2017, <http://www.environment.gov.au/system/files/resources/f29a8ccb-77ca-4be1-937d-
78985e53ac63/files/factsheet-australian-government-action.pdf>.
Lesson two - Dear Future Generations: Sorry 2015, YouTube, Prince Ea, April 20th , retrieved 13/05/2017,
<https://www.youtube.com/watch?v=eRLJscAlk1M>.

Week 10:
Lesson one - Visitors Witness Icebergs, Climate Change in Greenland 2015, YouTube, CGTN, 25th November, retrieved 14/05/2017,
<https://www.youtube.com/watch?v=ybunctXiQR4>.

FIELD WORK DAY (EXCURSION IN OUR COMMUNITY)

4 images of specific points of interest/artefacts/displays that you will direct your students towards in order to enhance their learning through your unit. You will
annotate these 4 images, explaining how they will be used to enhance learning and attach this to your assignment in the appendix.
Include a selfie of both you and your partner in at least one of these images!
IMAGE 1 IMAGE 2
Annotation:
The above image displays a section of the CERES Community
Environment Park which functions as a veggie patch. The idea of a veggie
patch is something that many schools engage with. This section can be
used to illustrate the ease and prevalence of sustainable living, not just
on a community wide scale, but also on a personal level. One activity
students could engage with is conducting research into what plants and
energy sources grow and can be found in Australian gardens.
IMAGE 3
Annotation:
The above image may seem as simple as just some sort of fencing display,
however, the slats that are used for the fence are actually recycled from
supporting slats used to make train tracks. This could lead into students
conducting research and sharing ideas about what in the world around
them could be recycled and used for something else. Additionally this is
particularly relevant as the cutting down and destruction of forests is an
issue that is hotly debated and fought over among sustainability activists
logging companies and other stakeholders.
IMAGE 4
Annotation:
The image above displays a section of CERES that is dedicated to
sustainable solar energy collection. This section of the park can also be
used to further explore the concepts of renewable and nonrenewable
resources with the students. This in turn can lead into work and
discussion regarding modern methods of gathering power that can be
found both on an industrial scale and on a personal scale (in peoples
houses ect). Solar power arguable one of the most well known forms of
renewable energy and therefore is a great place to start when entering
discussions and lessons regard how our future planning as a community
will have to involve sustainable living.
APPENDIX
Annotation:
Above is an image of the CERES Playspace. The Playspace at CERES is
essentially a large playground that was built with and abides by a few
simple yet effective guidelines. The guidelines, which are available through
the CERES website, essentially ensure that the playspace encourages
students engage with the natural environment in which the are put, and
play in a creative imaginative way. Primarily consisting of tunnels, habitats,
forested areas and open spaces, the playspace encourages students to
disregard their typical forms of play that can be found indoors on
electronics ect. and engage with the natural world around them. The
playspace could help students, who are by definition digital natives, to
conceptualise the idea of play and engagement outside of televisions and
electronics. This can in turn be used in the classroom to ignite discussions
regarding why the natural world is so valuable, and in turn why it should be
conserved.
Please ADD any resources used here which may be useful when you come to teach this unit in a future classroom