Sustainability: Now and in the Future What makes our community?

An inquiry unit of work for Grades 5/6

By Sebastian Britton and Tim Langley

Inquiry Focus Statement

Within this unit students will be investigating our world, and the way in
which we as a society have an effect on its health both at present and
within the future
Inquiry Focus Questions
- What is the impact of humanity on sustainability both now and in the
future?
- What can we do to lessen the negative impact humanity has on the
world around it?
Concepts
These concepts are developed through this unit
-Continuity & Change
-Resources
-Urbanisation
-Infrastructure
-Waste Management
-Economical Transport
-Jobs of the Future
-Sustainability
-Carbon Emissions
-Renewable Energy
Session Focus Understandings
1. The importance to prioritise sustainability as a society for today
and into the future.
2. The current state of both natural, human and capital resources
and how we can sustain them in the future
3. Identifying causes of greenhouse gases and the benefits of
implementing renewable energy sources moving head.
4. Examining the potential job opportunities that will exist in the
future and how it differs to those of today.
5. Analyzing waste management procedures and how they benefit
the environment moving forward.
6. Understanding and creating different forms of transport and
how we can make transport more sustainable.
Key Skills
Throughout this unit, students will have developed these skills
Analyse the current status of natural, capital and human resources
and forecast potential risks/ scenarios in the foreseeable future
Identify job opportunities in the present and predict potential
future jobs
Construct and Analyse both current and future waste
management methods and procedures
Describe economical transport and Create a variety of different
environmentally friendly transport vehicles
Explain and Describe sustainability as well as its importance both
now and in the future
Identify causes of greenhouse gas and the methods we can use to
reduce these emissions
Teaching Proposal
Within this unit students will be focusing on sustainability, environmental preservation (primarily human), and resource management both in the present and the
future. Students will be involved in investigating into resources (human, capital and natural) and the way they are used within our society, current waste
management strategies whilst identifying potential risks looking ahead, environmentally friendly transport means and begin to delve into business and economics,
in particular looking at current and future job opportunities and needs. This unit will be implemented over ten weeks has been designed to cover concepts
pertaining to both the present and future. Students will gain an understanding of these concepts by undertaking a range of practical activities that will involve both
group and individual parts. These activities will make use of a range of educational videos (eg. Our Future), games (eg. Tip the Tank) and creative projects (eg.
Recycled Material Diorama) that have been designed to promote student engagement and increase student motivation.
Our unit covers multiple aspects of the Victorian curriculum (2016) , focusing particularly on the Economics and Business strand of the Humanities curriculum in
levels 5 and 6. The outcomes for the unit will help develop the students to achieve certain progression points such as Identify types of resources (natural, human,
capital) and explore the ways societies use them in order to satisfy the needs and wants of present and future generations (VCEBR003) and also investigate the
influences on the ways people work and explore factors affecting work now and into the future (VCEBW008). Our aim is for the students to investigative the
proposed concepts in an inquiry-based approach and link them with real world experiences and events, whilst practising problem solving, researching and
interpreting new knowledge in a variety of responses thus building upon their skills for potential real world problems the future generation may face. It also
provides a strong cross-curriculum priority focus especially on sustainability in which it aims to build upon students values and worldviews necessary to
contribute to more sustainable patterns of living (ACARA, 2016). Student understanding will be measured by various forms of diagnostic, formative and a
summative assessment that will be conducted throughout the course of the unit. The diagnostic assessment task will be conducted as a KWL style collaborative
poster in which students prior knowledge and what they want to learn is recorded. Formative assessment types will consist of teacher observations and various
samples of work from the lessons including both individual and group published workpieces (eg. Job Application and Group poster presentations). The summative
assessment task will involve students (in a paired group) building a sustainable city whilst addressing key concepts from the previous weeks , helping assess
individual student understanding of the unit as a whole whilst the KWL poster from the beginning of the unit will be also completed at the end of the unit, forming
another type of summative assessment piece.
As educators , it is our role and responsibility to prepare children for the world they will enter after they finish their schooling. Teaching humanities provides the
foundations for students to apply themselves in an active learning environment, becoming investigators and problem solvers. Kate Harvie (2017) implores in her
lecture that we teach humanities using rich, meaningful and rigorous lessons. This is something we have tried to emulate in our unit of work by including a vast
range of engaging and exciting activities. These activities range from whole class, small group and individual approaches. This provides the student with multiple
avenues in which they approach the learning and as Gilbert and Hoepper state that students should only investigate as individuals, but As students become more
mature, they will certainly develop increased proficiency in all stages of inquiry and increasing confidence in working in self-managed ways, both individually and
collaboratively. (2013) The concepts and learning intentions that portrayed throughout our activities in our unit are aimed to establish meaningful and vivid links
to potential real-world issues. Tudball and Gordon (2013) touch on this theory in which they state utilising current events and experiences in learning to help
create an active learning environment helping to build bridges for students between the prior knowledge and new learning. From our experiences, students being
able to relate from personal experiences to what they are learning about can have a truly positive effect on the success of learning and we believe we have
designed our unit of work to achieve the most out of our students in a fun and engaging learning environment.
Summative Assessment Formative Assessment Victorian Curriculum
- Sustainable City Building: This task has been created so Presentations: Tasks involving presentations (job History- Historical sources as evidence
that teachers are able to assess student understanding of interview, role play, group poster presentations, Geography- Factors that shape places and
the concepts covered in the unit. Each sustainable city will etc) enable us to assess student understanding of influence interconnections
need to include a range of structures that cover each individual concepts throughout the unit. Economics and Business- Resource Allocation
concept. Students will also need to explain what the Edmodo Uploads: Teachers will be able to assess and Making Choices, Consumer and Financial
structures are and how they make the city more student understanding during the unit through the Literacy, Work and Work Futures
sustainable. use of Edmodo. Civics and Citizenships- Citizenship, diversity and
- KWL Chart: Students will fill in the learn section of their Identity
KWL chart, enabling students to self-assess whilst also
giving teachers a good idea about individual student
understanding.
Week 1 Week 2
Lesson 1 Lesson 1
Session Focus Session Focus
1 1, 2, 5
Activity Activity
Students will watch the video Students are read the book
(mark 2:30) silently with no Just a Dream by Chris Van
prior introduction. Allsburg by the teacher using
Students will then discuss the an interactive ebook projected
meaning of the video with the on the smartboard. Each
students next to them. student must then create what
Students in small groups are to their own dream future world
discuss and create poster might look like, similar to
(Follow principals of KWL Walters. These will be
charts). Groups to present displayed as dioramas using
poster to class followed by recyclable materials. Each
discussion/ questioning by Diorama is placed in the
teacher and students. classroom and is on display for
Resources the students to roam around
https://www.youtube.com/w and observe each one
atch?v=eRLJscAlk1M Resources
Curriculum Book Just a Dream by Chris
(VCGGK096) Van Allsburg, recycled
(VCGGK095) materials, craft supplies
(VCCCC016 Curriculum
(VCGGK096)
(VCGGK095)
(VCCCC016
Lesson 2 Lesson 2
Session Focus Session Focus
1 1.5
Activity Activity
Brainstorm concept map as Class discussion on how waste
class to explore the different is managed in their own
problems explained in the homes. Including what sort of
video. Group presentation / bins they have, recycle, green
response on at least one waste, composting etc. In
solution/ action they can pairs, students play the reduce
change to improve the future your rubbish online game
sustainability of our planet. using the ipads.Students
Present what their group has report to the class on one
created to the class following thing they learnt from the
which they will receive game
feedback from teachers and Resources
students on their group work http://splash.abc.net.au/home
Resources #!/media/1497647/reduce-
https://www.youtube.com/w your-rubbish-pile
atch?v=8YQIaOldDU8 iPads,
Curriculum Curriculum
(VCGGK096) (VCGGK096)
(VCGGK095) (VCGGK095)
(VCCCC016 (VCCCC016
Week 3
Lesson 1
Session Focus
1,2,4
Acitvity
Students discuss a particular
resource that could be at risk
for the future. Reading from
the article in the Guardian. As
a small group, students
research one resource
(natural, capital or human)
and create a powtoon
presentation on it. Students
present their animation to the
class and then each take 3
questions per group from the
class.
Resources
iPads, Computers
https://www.theguardian.com
/environment/blog/2011/oct/
31/six-natural-resources-
population
Curriculum
(VCGGK096)
(VCGGK095)
(VCCCC016
(VCEBR001)
(VCEBR002)
(VCEBR003)
Lesson 2
Session Focus
1,2,4
Acitivity
Teacher shows the virtual tour
of desalination plant. Brief
outline of the purposes,
outcomes of it. Either using
their previously researched
resource or another one,
students are to come up with
a solution to retain or improve
that resource. Students will
present these to the class in a
Shark Tank style scenario in
front of a board of 3 investors
Resources
Pads, Computers
http://splash.abc.net.au/home
#!/media/524895/how-does-
desalination-work-
Curriculum
(VCGGK096)
(VCGGK095)
Week 4
Lesson 7
Session Focus
1,2,3,5
Activity
CERES Excursion. Students to
undertake 4 activities at the
CERES Environment Park
including
-Sustainable Building Design
- Organic Gardening
-Water for Life
-Food Waste
Students all share 2 interesting
things they learnt from the
excursion whilst returning on
the bus.
Resources
http://sustainability.ceres.org.
au/wp-
content/uploads/2013/02/Sust
ainability-5-6.pdf
Curriculum
(VCGGK096)
(VCGGK095)
(VCCCC016
Lesson 8
Session Focus
1,2
Activity
Reflecting on the excursion
and their sustainable food
sources, will discuss some of
the food sources that could be
obtained naturally.
Students are to plan and
design an edible food garden
and maintain it over the
duration of the unit. Students
to keep an online blog page on
edmodo including photos and
descriptions to document their
progress.
Resources
Clear garden bed, iPad/ PCs
for blogging. soil, seeds,
fertilizer, water , gardening
equipment
Curriculum
(VCGGK096)
Week 5
Lesson 9
Session Focus
1,3,5,6,
Activity
Brainstorm as a class different
causes of carbon they can
identify from the video? Can
be done as a concept map or
similar. Students are then
given individual sheets that
have a series of appliances/
causes of carbon and must
visually represent them using
black balloons. A scale will be
put onto the board for each
category.
each student then explains to
the class what causes they had
and one possible solution to
help reduce the amount of
balloons they have. Once they
have told us the solution they
can pop the number of
balloons they have reduced
Resources
http://splash.abc.net.au/hom
e#!/media/2334010/learn-
about-carbon-offsets-with-
dirt-girl
Black balloons, worksheets
Curriculum
(VCGGK096)
(VCGGK095)
(VCCCC016
Lesson 10
Session Focus
1,3,5,6,
Activity
Revisiting the causes of
carbon, students must identify
causes of carbon within the
school environment on a map/
picture displayed on the
smartboard/ projector.
Students in small groups will
investigate ways in which they
can make their school more
carbon friendly. Students to
explore the school and identify
current causes within the
school. Groups present their
results of the questionnaires
regarding the reduction of
school carbon production.
Resources
A map relevant to the school
would be created by teaching
staff prior to the lesson.
Week 6
Lesson 11
Session Focus
1,3,6
Activity
Students to watch the video
on electric cars. Probe
discussion about why it would
be good to power cars with
fuels other than petrol? What
if petrol runs out? Students
are to design a car or mode of
transport to be powered by a
renewable fuel source (solar,
wind, electricity, vegetable oil
etc.) Students photograph and
upload work to edmodo,
creating an online portfolio of
their class work.
Resources
http://splash.abc.net.au/home
#!/media/2085985/electric-
cars-in-australia
Curriculum
(VCGGK096)
(VCGGK095)
(VCCCC016
Lesson 12
Session Focus
1,3,6
Activity
Students undertake an
incursion in which they build a
solar-driven model car run by
Craft Power. Students build an
individual solar car with the
guidance of the instructors
within the incursion. Students
participate in solar race in the
schoolyard.
Resources
http://www.craftpower.com.a
u/node/29/done?sid=1503&to
ken=e810bfd036ae5d6e229b6
c74d26d7694>
Craftpower Info (refer to
appendix 3)
Curriculum
(VCGGK096)
(VCGGK095)
Week 7
Lesson 13
Session Focus
1,4,3
Activity
Mind Map/brainstorm on jobs
that could be available in the
future which will be listed for
student reference during main
activity. These would revisit
some previous lessons on
resources, food sources etc.
Students will create an
application for one job listed
on the job listing board
previously created by the
class. They will be required to
prepare answers to the
student boards questions.
students will perform a feign
interview with a board made
up of their fellow students.
This will be undertaken using
the job application they had
created within the main
activity. The board will ask
questions similar to what
would be asked in a real job
interview
Resources
Interview questions (refer to
appendix 1)
Curriculum
(VCGGK096)
(VCGGK095)
(VCCCC016
Lesson 14
Session Focus
1,4,3,
Activity
Worlds worst jobs in history.
Each student is given a job
description of a job that has
existed in the past. They must
all read out their descriptions
to the class, whilst each
student can answer one
question from their peers.
Students in individuals use job
classifieds out of the
newspapers and identify one
job they believe may not exist
in 100 years. They must
explain why it doesnt exist
and what has taken its place.
Think pair share with peers to
explain their findings
Resources
Worst jobs in history handouts
(refer to appendix 3)
Week
8
Lesson 15
Session Focus
1,2,3,5,
Activity
Each student is given a piece
of paper with a fact about
deforestation. It will either
contain a pro or a con for the
argument of deforestation.
Each student must converse
with their peers to identify
which side it is on, and join up
with the group number
indicated on the paper. Each
student is then tasked with
forming an argument based on
the fact they have received.
They form teams and perform
a debate within their small
groups using their argument
Resources
https://greengarageblog.org/1
7-important-pros-and-cons-of-
deforestation
Curriculum
(VCGGK096)
(VCGGK095)
(VCCCC016
Lesoon 16
Session Focus
1,2,3,5
Activity
An explanation of the task will
be given to students with a
short role play performed by
the teachers prior to students
creating their own role play.
Students will then be placed
into groups by the teacher/s.
Students will create a role play
within small groups which will
be based on one of two
prompts supplied to them.
These prompts will be based
on either a negative or
positive future regarding
fishing and agriculture. Each
group will perform their role
play to the class after an
appropriate amount of
practice time
Resources
Week 9
Lesson 17
Session Focus
1,2,4,5
Activity
What would we do without
water?
Brainstorm all the uses we
have for water and where it
comes from. Students use the
ipads to explore the south east
water website and learn about
the natural and Melbourne
water cycles. Students have to
re-enact both the natural and
city water cycle as a whole
class.
Resources
http://www.educationsouthea
stwater.com.au/game/natural
-water-cycle.html
http://www.educationsouthea
stwater.com.au/game/melbou
rne-water-cycle.html
Curriculum
(VCGGK096)
(VCGGK095)
(VCCCC016
Lesson 18
Session Focus
1,2,4,5,
Activity
Class playstip tank game as a
group to tune students in and
get them focused for the
following activity.
Following the game students
will then be shown
Melbourne's water use data
where individual daily water
consumption statistics will be
highlighted and discussed.
students will (as a group)
brainstorm different ways in
which they could help limit
their daily water consumption.
Students to create an
awareness campaign in
regards to saving water.
Student are to publish their
finished product on Edmodo.
Resources
Week10
Lesson 19
Session Focus
1,2,3,4,5,6
Activity
The entire class will reflect
with the people sitting close to
them on what they have learnt
during the unit of work.
Following which students will
then be given an explanation
pertaining to building a
sustainable city in pairs to
demonstrate their knowledge
of the topic of sustainability.
Students will be supplied with
crafting materials to
undertake this work. Student
pairs will build their
sustainable city using the
crafting materials provided,
ensuring that they include a
range of sustainable structures
in relation to infrastructure,
jobs and resources. Each
sustainable city will be placed
somewhere in the classroom
and students and teachers will
have the opportunity to walk
around the room to observe
each city.
Resources
Playdoh, Craft material
(cardboard boxes, string,
scissors, tape etc), recyclable
materials.
Curriculum
(VCGGK096)
(VCGGK095)
(VCCCC016
Lesson 20
Session Focus
1,2,3,4,5,6
Activity
Teacher (dressed up in
costume) performs their
previously produced sample
diary entry in front of class.
Each student may ask a
question to the teacher
relating to the scenario.
Reflecting on the students
model cities, students are to
adopt the persona of a citizen
from their town and record a 3
minute video diary entry.
Video Diary entries are then
showed to the class in a
presentation.
Resources
iPads/ Cameras, projector/
smart boards
Curriculum
(VCGGK096)