EEO311

LearnersLivingInTheirWorld:HumanitiesPerspectives


AssessmentTask2
ScopeandSequenceUnitPlanning



Name&StudentID:KateBarry(214150758)&LianaBaviello(214101563)



Tutor:JenniferKernahan
Seminar:Wednesday10am

EEO311LearnersLivingintheirworldHumanities
SCOPE&SEQUENCEUNITPLANNING
Duration:10weeks
STUDENTNAMES:
LianaBaviello(214101563)&KateBarry(214150758)
HumanitiesPerspective: Topic:
Geography&History
SustainabilityPerspectives
KeyConcepts/Values
Sustainabilityisessentialforthesuccessfuldevelopmentofpresent YearLevel:(indicatewhetheritisF,1OR2)
andfuturegenerations.
Educationonsustainabilityhelpstocreateactivelearnerswithan Year2
awarenessofnaturalenvironmentsandecosystemsandthe
resourceswhichtheyprovide.
Everyonehastheabilitytosupportasustainableenvironment,
whichinturn,createsaresponsibilitytoaidsustainabilityona
globalscale.

BigIdea:Whatistheoverarchingideathatyouwantstudentstoengage
with?
Sustainabledevelopmentisthedevelopmentthatmeetstheneeds
ofpresenthumandevelopmentgoals,whilstconservingnatural
resourcesandecosystems,withoutcompromisingtheabilityof
futuregenerationstomeettheirownneeds(NGOCommitteeon
Educationn.d).

Teachingproposal(500words)
Whyisitimportanttoteachthis(andthetypeoflearningactivitiesyouhavepresented)?
Whosaysso(includereferencestothereadingsandlecturestosupportyourclaims)

Sustainabledevelopmentiscrucialtosocietysgrowthovertime.Inordertoensureasustainablefutureforall,educationregardingtheareaof
sustainabilityshouldbeprioritisedwithinprimaryeducation.TheMillenniumDevelopmentGoalshighlightthenecessityforenvironmental
sustainabilityonaglobalscale,Goal7aimingtoensureenvironmentalsustainability(UnitedNations2015).Inordertoachievethisgoal,
environmentalawarenessneedstobeginfromearlychildhood.Primarystudentsshouldbeawareoftheirimpactintheenvironmentand
societaldevelopmentandtheirpersonalunderstandingofthiscanbestrengthenedthrougheducationalactivitiesaimedataddressingthistopic
suchasthoseproposedinthefollowingscopeandsequenceunitplan.Sustainabilityonaglobalscalehasthebestchanceofsucceedingif
educationforsustainabilitybeginsintheearlychildhoodyears,allowingyoungstudentstogaintheasenseofethicalawarenessalongsidethe

skillsandattitudestosupporttheenvironmentaroundthem.TheMelbourneDeclarationonEducationalGoalsforYoungAustralians (Ministerial
CouncilonEducation,Employment,TrainingandYouthAffairs2008p.9)proposestheneedforallyoungAustralianstobecomeactiveand
informedcitizensworkingforthecommongood,inparticularsustainingandimprovingnaturalandsocialenvironmentsinanefforttobe
responsibleglobalandlocalcitizens.Ifstudentshavetheopportunitytodevelopanawarenessforthesocioeconomicprogressionoffuture
generations,thegoaltoestablishasustainablefuturewillbeundertakenbyall.Thiswillnotonlyhelptoensurethepreservationofnatural
resourcesandecosystemsforfuturegenerationsbutefficientlycreateactivestudentswhoareequippedwiththecriticalthinkingskillsrequired
tobecomeresponsiblecarersofthenaturalenvironment.Gilbert&Hoepper(2014,p.402)suggestthateverysubjectareaisexpectedto
includesomestudiesofsustainability.Asacrosscurriculumpriority,educationofsustainabilityisavitalfactorinaqualityeducation.The
lessonsproposedinthefollowingunitplanfocusoncreatinghandsonactivitieswithstimulatinglearningopportunitiesinordertoestablishan
effectiveengaginglearningenvironmentforsustainabilityeducation.Astudentcentredlearningapproachisemphasised,allowingstudentsto
activeandcreativeparticipantsintheirownlearningastheyinterpretresourcesandinformationontheirown.Thefollowingunitplanisdivided
amongfivemaintopicareas:reduce,reuse,recycle;renewableenergyandtheenvironment;ecosystems;climatechangeandtheenvironment;
socialandeconomicdevelopment:urbanVSrural.Thesetopicareasactasaproductivelearningsequencethatcanhelptocreate
environmentallyawarestudentswithlearningopportunitiesthatalignwithTheAustralianGovernmentsNationalActionPlanforEducationfor
Sustainability(DepartmentoftheEnvironment,Water,HeritageandtheArts2009p.9)whichfocusonequippingpeoplewiththeskills,capacity
andmotivationtoplanandmanagechangetowardssustainability.Educationforsustainabilityisacruciallearningareainschoolsasstudents
learnhowhumandevelopmentinterconnectswithnaturalenvironmentsandresources.Wheneducationforsustainabilityissupportedthrough
schooling,studentsbecomeactiveandskilledglobalcitizenswithanenvironmentalresponsibility,theverygoalthesethefollowinglearning
opportunitiesaimtoencourage.

Learningintentions:
KeyUnderstandings(knowledge)
Attheendofthisunit,studentswillunderstandthat:
1. Theinterconnectednessofasustainablesocial,economicand
environmentalsystemhelpstosupportandmaintainalllifeforms.
2. Naturalresourcescanbemaintainedandpreservedthroughthe
effectivereductionandmanagementofwastesupportingthe3Rs.
3. Naturalenergysourcesutilisedbymankindneedtobeconserved
fortheprolongedgrowthofbothpresentandfuturegenerations.
4. Sustainableecosystemsareessentialforsupportingandenriching
multipleformsoflifeintheworld.
5. Humaninteractionswiththeenvironmenthavethepossibilityto
providebothpositiveandnegativeconsequenceswiththe
sustainabilityofnaturalresourcesforfuturegenerations.
Keyconceptsandskills
Attheconclusionofthisunitstudentswillbeableto:
Describingwhatitmeanstobesustainableandhowwecan
becomeagreenerworld.
Collaboratingtheknowledgeandskillslearnt,workingwith
theschoolandwidercommunitytomaintainasocial,
economicandenvironmentalfuture.
Trackingcauseandeffectofclimatechangeandother
environmentalissuesaswellashowhumaninteractioncan
affectourworld.
Brainstormingwaystohelptheenvironment.
Usingtechnologytoresearchandcollateideas,creatinga
deeperunderstandingbyusingdifferentresources.
 6. Everyonehastheabilityandaresponsibilitytocareforthe Creatinganddesigningposters,videos,poemsandlittle
environmentandsupportthedevelopmentofnaturalresources performancestopromotesustainability.
usedbysociety.

VictorianCurriculumareascoveredinthisinquiryunitrelatedtoHumanities(referencedfromVictorianCurriculumsite)
Discipline Knowledge code Concepts/Skills code
History Thehistoryofasignificantperson,building,siteor (VCHH Identifythecontentfeaturesofprimarysourceswhen (VCHHC
partofthenaturalenvironmentinthelocal K063) describingthesignificanceofpeople,placesorevents. 054)
communityandwhatitrevealsaboutthepast.
Identifyperspectivesaboutchangestodailylifefrom (VCHHC
Theeffectofchangingtechnologyonpeoples (VCHH peopleinthepastorpresent 055)
livesandtheirperspectivesonthesignificanceof K065)
thatchange. Identifyexamplesofcontinuityandchangeinfamilylife (VCHHC
andinthelocalareabycomparingpastandpresent 056)




Geography Representationofthelocationofplacesandtheir (VCGG Identifyanddescribethefeaturesofplacesatalocal (VCGG
featuresonmapsandmodels,includingaglobe, K063) scaleandhowtheychange,recognisingthatpeople C057)
andthelocationofthemajorgeographical describethefeaturesofplacesdifferently.
divisionsoftheworldinrelationtoAustralia.
Describeandexplainwhereplacesandactivitiesare (VCGG
DefinitionofplacesaspartsoftheEarthssurface (VCGG located. C058)
thathavebeengivenmeaningbypeople,and K064)
howplacescanbedefinedatavarietyofscales. Representdataandthelocationofplacesandtheir (VCGG
featuresbyconstructingtables,plansandlabelledmaps. C061)
Natural,managedandconstructedfeaturesof (VCGG
places,theirlocationandhowtheychange. K068) Interpretdataandinformationtodrawconclusionsand (VCGG
describethedirectionandlocationofplaces,usingterms C062)
Reasonswhysomeplacesarespecialandsome (VCGG suchasnorth,south,opposite,near,far.
placesareimportanttopeopleandhowtheycan K069)
belookedafter.

Activitiesinthelocalplaceandreasonsfortheir (VCGG
location,andtheinfluenceofpurpose,distance K070)
 andaccessibilityonthefrequencywithwhich
peoplevisitplaces


Otherlearningareas&CAPABILITIES
Personalandsocial
Listentoothersideas,andrecognisethatothersmayseethingsdifferently(VCPSCSO012).
Usebasicskillsrequiredforparticipationingrouptasksandrespondtosimplequestionsabouttheircontributiontogrouptasks.
(VCPSCSO014)
Recognisethatconflictoccursanddistinguishbetweenappropriateandinappropriatewaystodealwithconflict(VCPSCSO015).

Ethical
Explorethemeaningofrightandwrong,goodandbad,asconceptsconcernedwiththeoutcomesofacts(VCECU001).
Explorethetypeofactsoftenconsideredrightandthoseoftenconsideredwrongandthereasonswhytheyareconsideredso(VCECD002).
Criticalandcreativethinking
Identify,describeandusedifferentkindsofquestionstemstogatherinformationandideas(VCCCTQ001).
Makesimplemodificationstoknownideasandroutinesolutionstogeneratesomedifferentideasandpossibilities(VCCCTQ003).
Compareandcontrastinformationandideasinownandothersreasoning(VCCCTR005).
Considerwaystoexpressanddescribethinkingactivity,includingtheexpressionoffeelingsaboutlearning,bothtoothersandself
(VCCCTM007).
Intercultural
Identifywhatisfamiliarandwhatisdifferentinthewaysculturallydiverseindividualsandfamilieslive(VCICCB001).
Describetheirexperiencesofinterculturalencountersinwhichtheyhavebeeninvolved(VCICCB002).
Identifyanddiscussculturaldiversityintheschooland/orcommunity(VCICCD003).
Imagineandexplainwhattheirresponsesmightbeiftheywereplacedinadifferentculturalsituationorsetting(VCICCD004).

SCOPE&SEQUENCEUNITPLAN
When Learningintentions: LearningExperiences/Learningprocesses Resources VClinks/
(Weeks) Knowledge/concepts&skills codes

Week Reduce,Reuse,Recycle Throughclassroombrainstorming, (VCHHK0
13 Recyclinghelpstosaveenergyand studentsdiscussthewaysinwhichthey 65)
resources. thinkpaperismade.WatchEducational
videoforkids:HowPaperIsMade
(2013
 Naturalresourcesaremaintained
throughtheeffectivereductionand
managementofwastedisposal.
The3Rssupportthedevelopmentofa
sustainablefutureandthegrowthof
thepresentgeneration.
https://www.youtube.com/watch?v=7I (Educationalvideofor
P0Ch1Va44)&HowItsMadePaper kids:HowPaperIs
(2010 Made2013) (VCCCTR
https://www.youtube.com/watch?v=G 005)
q7L90XdVw)atclosingofgroup
discussion.
Usingrecycledmaterials(old
newspapers,tissuepaper,magazines
etc.)studentswillcreatetheirown
handmadepaper(TinkerLab2016). (HowItsMadePaper
Homestudy:havestudentsdiscuss 2010)
withparents/familymembers/friends (VCHHC0
howpaperisusedintheireveryday 55)
livesandwaystheycanreducepaper
use.Combinetheseideasona
classroomposter.
Studentsexplorethewaystheyuse
watereverydayandtheywaystheycan
helptoreducetheirwaterusage.Asa
homeworktask,studentscanmeasure
howmuchwatertheyuseathome (TinkerLab2016)
(withhelpfromparents)andresults (VCPSCS
canbecompared.Discusswaysthat O014)
watercanbereduced.
ReadTheWaterhole(Base2003)and
discusshowothersuseandrelyonthe
worldswatersources.
Creatingdiagrams,studentslearn
aboutthewatercycle(condensation,
precipitation,evaporationand
collection).StudentslearnTheWater
Cyclesong(2015 (Base2003)
https://www.youtube.com/watch?v=T
Wb4KlM2vts). (VCGGK0
ReadLastTreeintheCity(Carnavas 69)
2010)studentstodiscussthemain
ideasofthetextandcreateindividual

Week Renewableenergy&theenvironment
46 Therearemanydifferentresources
thatproduceenergy.
Itisimportanttoconserveenergy
sourcesforthefuture.
Theworldisconstructedofmany
differentlandscapes,eachwith
individualcharacteristics.
Differentlandscapescreateavariety
ofresourcesutilisedbysocietye.g.
timber,waterandminerals.
houseplansshowingallthewaysthey (TheWaterCycleSong (VCGGK0
canhelpsavetheircitiesbybeing 2015) 68)
sustainableintheirhomes.
Havestudentsdiscussthewaysthey (VCGGC0
recycleandhelptoreducewastein 61)
theirhomesandfurtherbrainstorm
actionstheycouldtaketosupportthe
3Rs.Studentstoinvestigatetheways
theypromotethe3Rsathomeand
sharetheirideaswiththeirfamilies. (VCHHK0
Studentsparticipateinarecycling 63)
challengegame(canbeadaptedtouse (Carnavas2010)
reallifematerialsandcreatearecycling
stationintheclassroom)(Myers2016).
(Myers2016)
Studentsexplorethedifferent
resourcesthatcanproduceenergyand
creatediagramsusinginformation (VCGGC0
gatheredfromDifferentSourcesof 57)
Energy,UsingEnergyResponsibly:
Educationalvideoforkids(2014 (DifferentSourcesof
https://www.youtube.com/watch?v=w Energy,UsingEnergy
MOpMka6PJI). Responsibly:
Homestudy:studentstomakealistof Educationalvideofor
allthewaysenergyisusedintheir kids2014) (VCCCTM
homes. 007)
HavestudentscreatePinwheels(Kids
Ahead2014)&puffmobiles(Kids
Ahead2012)astheyinvestigatewind
power.
(KidsAhead2014)
 StudentsplaytheSavingEnergygame (VCGGK0
(GreenSchoolsRevolution2016). 64)
Insmallgroupsstudentsresearcha
differentformofrenewableenergy
(e.g.solar)andcreateaninformational
videousingiMovietobesharedwith
theclass.
Studentscreatepostersfocusingon (KidsAhead2012)
variouslandscapes:lookingattheir
individualfeatures,theresourcesthey
produce,humaninfluenceintheareas.
Intheclassroom,createabigworld (VCGGC0
mapandmakelinks/connectionsofthe 57)
famouslandscapesintheworldusing
string(e.gtheAmazon,SaharaDesert). (GreenSchools
ChildrenreadthebookWhereThe Revolution2016)
ForestMeetsTheSea(Baker1990).
Theycantheneithercompareand
contrastbetweenrainforests,coasts& (VCCCTR
theirschoolorevencreatetheirown 005)
shortstoriesabouttheselandscapes.
AsaclasscreateaTChartdescribing
whattheenvironmentgivestousand
whatwegivetotheenvironment,
discussingtheinfluenceofmanmade
andnaturalresources.

(VCGGC0
(Baker1990) 61)









Week7 Ecosystems
Theenvironmentsupportsand
enrichesmultipleformsoflife.
Humaninteractionwiththe
environmentinfluencesthe
developmentandsustainabilityof
naturalresources.
(VCGGC0
62)
Studentscreateaminiecosystemusing (VCGGC0
naturalmaterials(dirt,sand,rocks, 57)
plantsetc.)andwriteabouttheprocess
undertakenandhowtheirecosystems
couldsupportlifeforms(Stirthe
Wonder2014). (StirtheWonder
Drawingontheirpriorknowledgeof 2014)
variouslandscapes,studentswillcreate
aboxlandscape(ocean,rainforestetc.)
withadescriptionofhowsocietycan
helptonurture,supportandsustain (VCGGK0
theseareas. 70)
WatchUnderstandingEcosystemsfor
(Understanding
Kids:Producers,Consumers,
EcosystemsforKids:
Decomposers(2016
Producers,
https://www.youtube.com/watch?v=bJ (VCPSCS
Consumers,
EToQ49Yjc).Studentscreatediagrams O012)
Decomposers2016)
explainingfoodchainsandthe
interconnectednessbetweenhumans,
animalsandtheenvironment.
Researchananimalthatlivesinoneof
thelandscapeswevelookedat(e.g
deserts,oceansandrainforests)and
createaposterorpowerpointtoput
ontheirschoolblogtoinformwhat
habitattheylivein,foodtheyeatand
othercharacteristicsabouttheanimal. (Lively2015)
Exploretheinfluencehumanshavein
regardstoecosystemsandthe
developmentofmanmadestructures.
CompletetheOceanOilSpillActivity
(Lively2015).
Week8 Climatechange&globalwarming
Thewaysinwhichhumansinteract
withtheenvironmentproducesboth
negativeandpositiveconsequences.
Humanscanhelptoreduceclimate
change,pollutionandthenegative
effectofglobalwarming.
Theearth'sresourcesneedtobe
preservedforfuturegenerations.
Week Socialandeconomicdevelopment
910 City/suburbVSRural/remote
Differentenvironmentsutilisemultiple
formsofenergysources.
Thesocialandeconomicdevelopment
ofourcountryaffectsthepreservation
Classroomdiscussion:exploringwhat (VCHHK0
studentsalreadyknowaboutclimate 65)
changeandwhattheywouldliketo
learnwatchintroductiontoclimate
changevideoClimateChange:Crash
CourseKids#41.2.(2016 (ClimateChange: (VCHHC0
https://www.youtube.com/watch?v=Sz CrashCourseKids 56)
cGTd8qWTg). #41.2.2016)
Studentswillcompareclimatesusinga
Tchart(e.gdifferencebetween
AntarcticaandtheArcticandnorthern
andsouthernhemisphere.)
ReadTheMagicSchoolBusandthe (VCECD0
ClimateChallenge,discussingthebig 02)
ideasinthetextwhichinformsabout
globalwarming.Studentsaretothen (ScienceNetLinks
usethesefactsanddofurtherresearch 2016)
aboutglobalwarmingtoperformtheir
ownactingroups(e.gasong,poem (VCCCTQ
freezeframeorperformance). 001)
NASAClimateKidsinteractivewebsite
aboutourclimatewhichhasgames,
howtomakestuffandfactsabout
specifictopics.
(NASA2016)
Overoneweek,studentscreatea (VCICCB0
diary/journalaboutallthedifferent 02)
waystheyhavehelpedthe
environmentathome(e.gswitching
lightsoffwhennotneeded,putting
rubbishintherightbins).
 anduseofnaturalresourcesforthe
presentaswellasfuturegenerations.
Everyonehastheabilityanda
responsibilitytocareforthe
environment.
Naturalvsmanmade:create2anchor (VCGGK0
chartsNaturalandManmadethengo 68)
forawalkaroundtheschooland
exploreallthedifferentnaturaland
manmaderesourcestheycansee.Add
theseresourcestothetwoanchor
charts(seeresourceimagefor
example). (VCGGK0
Iftheschooldoesnthaveitalready, 70)
studentscanstartcreatingavegetable
(Pinterest2016)
gardenwithcompostaswellas
recyclingstationswithdifferentbins,
promotingsustainabilitywithintheir (VCGGC0
school.Walk&ridetoschooldaysare 57)
alsoinitiativesthatcanbe
implemented.
Studentswillinvestigatecity/suburb
andrural/remotecharacteristics, (VCICCD0
similaritiesanddifferences.Discussions 03)
ontransport,schools,homesand
naturewilloccur. (Pinterest2014)
Studentscancreatetchartsaboutthe
advantagesanddisadvantagesofliving
inthecityandlivinginruralareas. (VCGGC0
Explorationsofhowtheseareasuse 61)
energysourcesandwhereitcomes
from.Thiscanbedonebystudentsin
pairscreatingeitheraurbanorrural
communitymodel,addingalltheir
featuresanddemonstratewherethese (VCICCB0
energysourcescomefrom. 01)
Createposters/advertisements
promotingsustainabilityinour (AustralianCurriculum
environmentandthewayssocietycan Lessons2015)
helpourworld.
ReadLitterbugDoug:IntheMissionsof (VCGGK0
MichaelRecycle(Bethel2008)and 69)
 discussthemainideasthetext
promotes.Createasuperherowhohas
aspecialpowerthathelpsthe
environment(e.gsaveswater)and
writeashortpieceaboutwhattheydo,
whytheydoitandhowotherscan
help.

(Bethel2008)
Bibliography:(IncludereferencesANDsourcesofimages)

References

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http://www.australiancurriculumlessons.com.au/2015/10/10/landscapesandtheirfeaturesageographyunitforyears12/
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Bethel,E2008,LitterbugDoug:IntheMissionsofMichaelRecycle,MeadowsideChildrensBooks,UK.
Carnavas,P2010,LastTreeintheCity,NewFrontier,Epping,NSW.
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