Assignment Cover Sheet

Jessica Clark 30113876

Bachelor of Education P-6

EDBED3002: Social Education and Humanities

Social Education and Humanities Unit Plan

Tutorial Teacher: Kylie Snibs

Time: Wednesday 1:30-3:30pm

Social Education and Humanities Unit Plan
Jessica Clark, 30113876

COURSE Bachelor of Education P-6

Tutors name: Kylie Tutorial Group Day: Wednesday at 1:30-3:30pm

CURRICULUM TITLE: How can we change human influences on the environment

INTRODUCE AND SUMMARISE UNIT

In this unit of work students engage with how humans have an impact on our local environment. They build from their prior learning
about natural resources, the breakdown of recycle and transfer it to their knew topic of environments and the influences humans have on
it. Students will build from what it means to look after their local community, be educated on different pollutions around their local area,
help educate others on how they can help minimise the pollution in their local environment. They will transfer this understanding by going
out to local areas and visually see the impact that pollution has on our environment, and also research what is damaging our environment
and ways to stop this from happening. Students will learn that being educated on the environment and how pollution is impacting it, will
make you realise the damage we are doing. Therefore, hopefully by having the students reach out to their communities and schools with
their own campaigns they can also be educated on how to save their environment. Students will understand about a variety of pollutions
and how badly these can affect our rivers. To make this real so it can come to life for the students I have chosen to take the students to
the Yarrawee River which is a local river in Ballarat. This connects with our whole unit plan, by having the students visually see how the
impact of the pollution damages our water and environment. Hopefully this will encourage students to be determine to fix these bad habits
and reach out to people in their community. Students will engage with and research in groups a certain pollution they think has a big
impact on their local environment. Through this work students will look into possible solutions to prevent this pollution from polluting our
waters/environment. They will research about this particular pollution and how it makes its way into our environment. The unit integrates
English, The Arts, and Science into certain lessons. It may lead on to individuals signing up to environmental groups who help out around
the community and students can put their educational information to use.
Humanities discipline: Geography
Victorian Curriculum statement: Environmental and human influences on the location and characteristics of
places and the management of spaces within them. Level:5/6

List of Victorian Curriculum interdisciplinary content: Arts, science, English

Stage 1 Desired Results

YOUR BIG PICTURE LEARNING GOALS
Students will learn how human
influences can affect the
environment around them and
identify possible solutions.
TRANSFER the teacher seeks to support learners ability to transfer their learning autonomously and effectively in new
situations: students will be able to independently use their learning to
Students will gain more of an understanding on how different pollutions affect our
environment around us. They will apply their new knowledge, and identify different
ways to have a safer and healthy local environment.
MEANING The teacher helps students construct meaning (ie come to an understanding) of important ideas and process:
students will understand

- Identify the different pollutions we have in our ESSENTIAL QUESTIONS

community, and the serious effects these pollutions What are pollutions?
have on our environment.
If we pollute our streets does it affect
- They will understand how the pollution can get from our rivers?
the streets in their local community, into our rivers and
How can we stop others from polluting
ocean.
our environment?
- What a healthy environment looks like.
What responsibilities can we take on
- Look into ways to help reduce the pollution in their board to help our environment?
community, and reach out to others around them.
How as a class can we reach out to
others to stop polluting? Can we

Stage 2 Evidence
EVALUATIVE CRITERIA
Knowledge:
Understand the importance of own campaign to help stop a certain pollution from damaging their local environment. Students aim will be
the environment. Explain a
particular pollution that
effects our local environment
and ways to prevent it from
being further damaged.
Describe how humans have a
big impact on the
environment in their
community. Be confident
- They will understand the importance of having a implement something to make people
healthy environment and the consequences if things dont
aware of what they are doing?
change.
ACQUISITION This seeks to help learners acquire factual information Students will be skilled at
and basic skills: students will know
Prior knowledge - Explanatory and public speaking
- Understands how pollution can harm our
- Critical thinking skills
environment.
- Can explain how humans bad habits have a big - Planning and implementing skills
influence on our environment.
- Team work and creativity
- Knows that there are local communities trying to
minimise the pollution that is harming our local rivers. - Gathering information
- Can identify possible solutions to minimise the
pollution in their community.
-
ASSESSMENT EVIDENCE
PERFORMANCE TASK(s): During the six-week unit plan, students will work in teams to prepare their
to inform others on why its important to look after our environment. Students will create and present their
information at assembly, each group will be able to explain their campaign and show the school/parents
what they have come up with to limit the pollution in their local community. Leading up to the end of their
unit plan is the schools environmental week this is where the grade 5/6 students will be able to put their
posters up around the school. This allows them to show off their campaigns and information the group
have found for everyone to see including their families.
As the students work in groups for this assignment there will be a rubric that can be used as a guide, this
will include what needs to be completed by the end of each week. The rubric will be checked off weekly by
the teacher to make sure each group is meeting the requirements and to keep the students on task. Overall
enough to provide others with this assignment will be the main assessment for the students and will get a finale grade at the end of the
information about polluting six-week unit.
our environment.

Skills:
Can gather information, use
Other evidence:
evidence to support a point of
Throughout the six-week unit plan of Environments and Human Influences, the teacher will be
view, shows explanatory and
doing regular conferencing with my students to see how they are going week to week. When
public speaking skill,
speaking to the students the teacher will be able to write down anecdotal notes on how the student
demonstrates team work and
creativity. Can show that is progressing throughout the unit. Before we start the unit of work the students will fill in

they can plan and implement
their knowledge and skills
into the community.
questions to do with our topic, this gives the teacher an understanding on what they already know.
After the six weeks, the students will do post questions, this helps the teacher identify what
knowledge the students have gained over this unit of work. There will be a check list to follow to
make sure that each student has completed the set activities in class. The check list will be ticked
by the teacher once they have over looked the students work, it should show the correct
understanding of the topic they are learning. By following this check list, it will give the teacher a
clear understanding on whether or not the student is meeting the standards and progressing
through the unit plan.

Stage 3 Learning Plan summary of key learning events

Session Five Es Present sequence of learning events as snapshots Brief resources and materials
no. phase
1. Rich Engage To start of the topic of Human influences on the Environment and what Materials:
engage are Pollutions, students will pair up and do a think pair share with each Poster paper
activity other on the topic. This warm-up is to get the students brains switched Textas
onto the topic and start thinking about what they already know about the Laptops
environment. After discussing in pairs, on the board will be a poster and Pen
as the students share their thoughts with the whole class, the teacher Question sheet paper
will write on the poster the main describing words. By doing this poster it
will always be up in the room for students to refer back to if needed. On
the students tables will be Pre-Questions that they will fill out, these
question sheets will be for the teachers benefit to look at the
understanding the students have on the topic before they start the unit of
work. For the second half of this hour in pairs using the laptops, students
will need research together to answer the following questions: What is
Pollution? How does it affect our environment? What are some ways we
can reduce it? Name 5 different pollutions you have seen or know of in
your local environment? Once they have completed this, the sheet will be
put into their inquiry books for the teacher to look through and check off.

2 Explore A Story About a River is the activity for the second lesson. For this Resource:
activity, the students will be sitting around in a big circle on the floor so https://www.coolaustralia.org/activity/story-
that everyone is included and engaged in the story. Each student will get of-a-river/?login=yes
a sheet with the story on it so they can follow it and read out loud when it
is their turn. They will also be given a pollution and a number, when it Materials:
reaches their number the student will read out their paragraph and poor Water (river)
 their pollution into the tub of water. The tub of water will be located in Copies of the story
the middle of the circle. (The tub of water is our local Yarrawee river). All the pollutions
Once each student has read out their part and all the pollutions have Clean up your act cards
polluted our water we can then have a class discussion; how did you feel
when you were polluting our local river? What happened when you
poured your pollution into the water? Does it make you want to do
something about our communities bad habits?
Each student will be given a clean up your act card. On this card, they
will need to write and illustrate how they can stop a certain pollution
from happening. We will share a few with the class.

3 Explore This lesson follows up from our previous lesson, when we looked at Materials:
different pollutions in our local river. The students and teacher will Signed form from parents to give their child
make their way down to the local river for the hour. By going down to the permission to go to the river.
river, the students will visually be able to see the damage that pollution IPad for photos
does to their local river and its surroundings. Students will have the Checklist and Pens
chance to walk around, and in pairs write and take photos of their
observations. This might include: what they see, feel, smell etc.
Each group will have a check list of different pollutions, if they happen to
find any the students are able to tick it off their list.
4 Evaluate This lesson follows on from what the students did in the previous lesson. First off will be Materials:
a class discussion on what we did yesterday down at the river and go through any
Inquiry books
pollutions we saw and talk about what they experienced down there.
Pen
Look at their own pictures and notes they took from yesterdays lesson, and students will
Notes and photos from the
be writing a re-count individually on their own experience. Students can describe step by
previous lesson.
step on what they saw and how they felt, what did it smell like was it pleasant to be
around, would they take friends their etc. This re-count will be written neatly and set out
properly as it will be displayed in their inquiry books.

5 Engage Introducing the Assignment for this unit of study. Each student will be given a handout Materials:
of a rubric and the teacher will go through this with the class to ensure that everyone Rubric printed out for each
understands what they need to do. For this assignment students will be in groups of 4-5 student.
people and will work together as a team to create a campaign for a particular pollution. Planning sheet for each
The aim of the campaign is to warn others about this pollution, educate others on how we team to help guide them on
can stop polluting our environment around us and look at how this particular pollution each step.
damages our environment. Students will have class time as a group to research all of A list of pollutions they can
these questions. It is up to them as a group to choose how they want to present their choose from on the board, in
information to the class and how they will design their campaign posters. Students will case a team is having trouble
have the chance in this lesson to pick their groups, what pollution they want to focus on finding one.
and organise how they are going to present their campaign.

6 Explore Continuing on from the previous lesson. In this lesson, we will have the library so that Materials:
groups will be able to have the computers and books as resources if they need. The Books in the Library
students are to use their time wisely and will follow the rubric on what information they Computers/ internet
 need for their campaign. Student will need to; Research the Pollution (what is it? where Books and pens
does it come from?), find out how exactly does it affect our environment? why is it bad for Rubric with questions on it
our environment? how can we as humans stop this pollution from polluting our for students to follow as a
environment? Once students have found this information, the teacher can go through guide on what they need to
their work and make sure all the grammar and spelling has been corrected and all the do.
questions have been answered.

7 Explain What really happens to the plastic you throw away: This lesson is based on looking at Resources:
three different plastic bottles and what happens to them. Each bottle takes a different
https://www.youtube.com/wa
journey Students will watch it once through to understand the three different journeys,
tch?v=_6xlNyWPpB8
we will re-watch this video for the students to then choose to write down notes on one of
the bottles journey. After the second time through and the students will have their Materials:

written notes on one of the bottles, they can then go back to the table and fill in a sheet. Computer for the YouTube
This sheet will be a film strip, in this strip the students need to write down the circle of clip.
the bottle and what happens to it with illustrations. A few of these will be put up in the Work sheet.
classroom and then they will be put into their inquiry books. The story about the plastic Pencils and pens.
bottle will hopefully help the students understand that it is important to put your Note pad to take notes
rubbish in the bin, and also realise the damage it can do to the environment.
8 Engage Continuing on with the campaign; This lesson is for the students to continue on with Materials:
their campaign information. They should be choosing how they want to present their Whiteboard and marker.
information to their peers. The teacher will have a list on the board with some ideas that Computers if the students
they can use: PowerPoint, booklet, pamphlet, etc. By the end of this lesson the need them.
 information should be put together on the format that each group has chosen ready for
their presentation.

9 Evaluate For the first part of the lesson each table will be given two pictures one will be of an area Materials:
that has been polluted and another one will be with no pollution. These pictures will be Pictures for each table cut
broken up into pieces for the students to put together like a puzzle. Once they have done up.
the puzzle, they will then go onto sticking them on the poster and writing down what they Poster paper
see in each photo and the differences. Each table will have two different photos each. This Textas
activity will need a lot of communication and team work. Once they have completed the Glue
task the posters will be placed on the walls in the classroom for others to look at. The
second part of the lesson students will get a chance to draw up what they want on their
campaign poster and write down what materials they will need for it.
10 Explore The Art room: This is the one chance students will get to use any resource in the art room Materials:
to help create their posters. They can also use any resource from out in the yard. The aim Everything in the art room
is to make a poster that stands out to people and encourage them to stop polluting our Supply poster paper
environment. These posters will be shown at assembly and put up around the school Hot glue guns
during environmental week.

11 Engage Toxic Silt in Sydney Harbour This lesson looks at all the toxic in the Sydney Harbour. Resources:
On the website it has before viewing, as you view and after viewing questions for the http://splash.abc.net.au/hom
students to answer. We would do the questions at the start together and students would e#!/media/30105/toxic-
write down their answers. As a class, we would go onto watching the video and doing the sediments
rest of the questions. What is the main way toxins get into Sydney Harbour? What types
Materials:
of toxins flow into Sydney Harbour this way? Watch the animation. How do toxins get
Question sheet
 trapped in the sediment? I would speak about our own community and ask if the students Pens
think this happens locally as well. This work sheet of questions will be put into their unit Inquiry books and glue
of inquiry book and will be read and checked over by the teacher.

12 Evaluate Last lesson of the unit; Students will finish off anything else that needs to be done. In the Materials:
last 40 minutes of this lesson will be presentations of each group. They will need to stand Computers if any group is
up the front introduce their topic read out the information that they had found and look presenting on a PowerPoint.
at the poster they have created. Students will be marked on the information they Rubrics for each group
collected, their public speaking, team work and poster. This will be all ticked off and
graded on the rubric and will be handed back to them after the unit has been complete.
Add Explain Assembly: On the Friday at assembly each group will stand up the front with their
as Evaluate poster and give a brief description on what they have been studying over the past six
requir Elaborate
weeks.
ed
Environmental Week:

On the schools environmental week, the students will place their posters up around the
school for family and students to see and read. This shows off the students knowledge,
skills and creativity, it gives the students something to be proud of.

Reference and Resources list

- Story about a river: https://www.coolaustralia.org/activity/story-of-a-river/?login=yes
- What really happens to plastic: https://www.youtube.com/watch?v=_6xlNyWPpB8
- Sydney Harbour story: http://splash.abc.net.au/home#!/media/30105/toxic-sediments

Critically Evaluative Reflection on Unit Planning Process

Personally, before starting this unit plan I felt very overwhelmed with how much detail I had to go into and
what was expected from me. However, when I started writing my ideas down and I understood exactly what I
needed to do, I felt at ease and this template really guided me to what I needed to write. This unit plan had
every heading there for me to follow step by step and was easy to understand. Going to week 7 lecture with
Selena was a major help as she broke down the template bit by bit on what she expected and what to include
in each area. I feel like it would have taken me a lot longer to write the unit plan if I didnt go to that lecture.
Because I did go when I started I knew exactly what I should write and what areas to put it in. I like how the
twelve lessons arent in too much detail, however I am not sure if the assessment part should come before or
after writing the lesson plans. This was the only thing that caught my attention that could possibly be
changed, apart from that I enjoyed using this unit plan template and I would use it in the future when I am a
classroom teacher.
Paragraph on how your pedagogy addressed the chosen discipline
I believe that children need to understand the importance of our environment and learn how to keep it safe
and clean. This is why I have decided to do a unit plan on the topic Human Influences on the Environment. I
have incorporated visual learning into this unit plan so that students can see exactly how their local
environment is being polluted. I feel like it is our job as educator to teach the generation of today how to look
after the environment, as it will be up to them to pass on their knowledge later on in life. The safer and
cleaner it becomes now the easier it will be to maintain later on in life. Our environment that we live in should
be looked after by the whole community, the students will be able to share their knowledge with others and
explain to others the importance of keeping it clean and safe. This unit contains not only the importance of a
clean environment but also the students gain knowledge about different pollutions. The way that this unit of
work is being taught allows students to pick a pollutant that interest them, this freedom gives the student
some excitement and drive to learn more about something they have chosen themselves. Teaching this unit
plan involves ICT, books, videos, art, writing, reading and presenting. This gives the students a wide range of
resources and activities to help keep them engaged. From reading and looking over week one lecture, it gave
me ideas and more information on how to incorporate the 5 es into my lesson plans.
Social Education Lesson Plan
Name Jessica Clark Unit Title Human influences on the environment.
This is lesson number two of my sequence of 12 lessons.
Level Humanities discipline(s) What other disciplinary
content is integrated in this
5/6 - Geography lesson?

- Reading: Students are to

read out loud to the class
for this activity.

Lesson overview:

This lesson is an eye opener for students to realise all the different pollutions we have that is
damaging our environment. Students will read a story out loud about our local Yarrawee
River. As they follow this journey and empty their pollutant into our pretend river, the
students will get to see how extremely polluted our river can get. The aim of this story is to
teach students about pollutions, the effect of them and how humans are damaging our local
environment. This lesson will be an eye opener, and will get the students motivated to help our
local environment.

Victorian Curriculum statement that is developed in this lesson plan

- Environmental and human influences on the location and characteristics of places and the
management of spaces within them (VCGGK096)

Discuss which of the Five Es is focused in in this lesson and how it is expressed.

Engage and Explore are the two Es that will be used in my lesson.

Engage: This is a visually lesson that is engaging for students as they will be able to see
exactly what happens to water when it is polluted. As each student has a pollutant and has a
special part to read in the story, they will need to be engaged in what is happening.
Explore: Students will be able to watch their pollutant be poured into the water, from here
they can explore what is happening to look at the physical changes. As the story continues the
students can follow along and explore different pollutions.

Your key educational objectives for this lesson:

Knowledge
Key vocabulary: pollution, environment, safety, water

Concepts: To have an understanding that we have to look after our environment, to ensure
that it is safe and clean.

knowledge you want students to learn about in this lesson: Students will understand the
impact humans have on the environment. They will understand what a pollution is and the
effects it has on our environment. Students will have more knowledge and an understanding
on a range of different pollutions.

Skills: From completing this lesson, I want students to make a change in their own bad habits
and think about what they are doing before they litter or pollute their own environment.
Hopefully the students will have the confidence to let others know what they are doing is
wrong if they see others polluting the environment.
Values: This lesson is very powerful as the students can visually see what happens to the
water once it is polluted, this is the main part of my lesson. The students should be shocked
with that they see and hopefully be aware of polluting the environment in the future. When
the students are being asked questions I want them to be engaged and realise that is
happening in their own local community.
Action: There are no active citizenship in my lesson, however my lesson links to a local river in
their community. This links to my goals, of getting the students to understand how bad
pollution really is and how it can affect their own local environment.
List of materials and resources needed for this lesson:

Materials:
- Bowl of water.
- All the pollution ready in their containers.
 - Story of the river (copies for each student)
- Clean up your act card
Resources:
https://www.coolaustralia.org/activity/story-of-a-river/?login=yes
Time Sequence and procedure Useful focus Resource use
allowed questions
And Materials

10Minutes Group introduction: After explaining the Copies of the

To start off this lesson and introduce the activity to the story for
activity, the students will be seated in a large students, the teacher students, water
circle so that everyone is engaged and can see can ask them set out in the
what we will be doing. The teachers will hand questions on what middle of the
out to every student the story they will be they need to do? room and the
reading and the pollutant they will need to This is just for general
pollutants to be
pour into our water. Once each student has reinforcement to make
handed out.
been allocated these things, the teacher can sure they have an
now explain exactly what we are focusing on understanding on
for the lesson and how the activity will be run. what needs to be done.
10Minutes Development: What do you think Teacher:
Before beginning the activity, the teacher will will happen when you
ask the students a few pre-questions about Have the pre-
pour your pollution
the topic of pollution. By doing this, it will questions ready
into the water?
make the students start thinking about the on a piece of
topic and what might happen if certain Which one do you paper to ask the
pollution falls into our river. It gives the think will be the students. This is
teacher information on the students worse and why? so the questions
background knowledge on this certain topic. It run smoothly
also allows the students to predict what they and keeps the
think might happen in this activity. discussion
flowing.

20Minutes Body of lesson: Questions for Materials:

For the next 20 minutes of the lesson will be students to think
based around the activity. Each student will about when doing A Story of a
have a chance at reading out their part in the this activity: River
story. Once they have completed their part, - Water
 the student can walk into the middle and pour How did you feel when - Story
their pollution into the water. As the water is they were polluting - Pollution
being polluted the students can observe what the water?
is happening and take notes on what they see, How did you feel
smell and how they feel when they see this seeing what the
happening. pollutant did to our
This will take a while to get through each water?
student. At the end the water will be What did you see?
completely polluted for the students to see. Did it smell?
10Minutes Drawing things together: Questions the Materials:
Once we have completed the story and have teacher can ask Clean up your
spoken about how they felt and what they their students: act cards.
saw. The students will then go onto; clean up What pollution would Pens/ Textas.
your act cards. Each child will be given one of they like to stop? Ideas up on the
these cards and will fill it out individually at How might you do board for
their tables. These cards are for students to this? students who
write and illustrate one way they could stop a might struggle.
certain pollutant from polluting our waters or
environment.

10Minutes Closing procedure The teacher will ask a

To conclude this lesson for today we will listen
few students a
to what each student wrote down on their reflection question on
cards on how they will stop a certain what they learnt? And
pollution. The teacher will also ask a few of did they enjoy the
the students if they enjoyed the lesson and lesson?
what they have learnt from it. By asking reflection
question it gives the
teacher a clear
understanding on
whether or not the
lesson was
educational and
enjoyable.
My plans for the format and style I will use to assess objectives set for this lesson.

Knowledge:
Throughout my lesson, I will be asking questions to the students to check for understanding about this
topic. After the activity, the students fill out clean up your act cards these cards will reinforce what
they have learnt. Also, through our discussion after the activity students will speak about how they
felt, what did the water look like and they will have further developed their knowledge on how badly
our environment can be polluted.
Skills:
To assess the students understanding on whether or not they will be able to make a change in their
behaviour and identify ways they can stop others from polluting the environment, is by the clean up
your act cards. This shows the teacher that the students are thinking of ways to protect the
environment and how they can promote this to others through their illustration.
Values:
To be able to assess the students on whether or not they are aware of the damage pollutions are doing
to their local environment, is by questioning them after the activity. These questions will be; How did
they feel when they were polluting the water? How did you feel seeing what the pollution does to our
water? What did you see? Did it smell? The question How did they feel when they were polluting the
water there answer will show the teacher an indication on how effected the students were, when seeing
the water being polluted. From this activity, it will indicate whether the students understand the
significant effect that pollution had on our environment.
Action:
Speak about the local river and give the students an opportunity to speak about other local areas that
they have seen polluted before. Ask students questions about their connection with this river, have they
been there before do they have good memories or bad and why? Ask the students what they would do
now if they saw someone polluting the environment.