Justin Fiume
20152499
Sustainability Cross Curriculum Priority
OI.3 - Sustainable patterns of
living rely on the
interdependence of healthy
social, economic and
ecological systems.
OI.5 - World views are
formed by experiences at
personal, local, national and
global levels, and are linked
to individual and community
actions for sustainability.
OI.6 - The sustainability of
ecological, social and
economic systems is
achieved through informed
individual and community
action that values local and
global equity and fairness
across generations into the
future.
Systems
Lesson 2: ‘The Tomorrow People’ book will address key issues
that our current society is facing such as pollution and
deforestation. Students will discuss preventative strategies for
particular environmental issues and explore ways of an efficiently
coexisting with the environment. Groups are required to construct
a new invention that caters for the reduction of our ecological
footprint and create a persuasive poster to advertise the resource.
This will form an understanding of sustainable resources and their
positive impact on the environment.
Lesson 3: Students will begin their research for their project by
investigating a range of sustainable resources. This will explain
how the resources are a sustainable alternative to our current
unsustainable lifestyle. Students will research the impact and
influence that each resource has economically, socially and
environmentally.
World Views
Lesson 1: The excursion to a ‘sustainable house’ offers students
the opportunity to experience the lifestyle of a family that lives on
a ‘self-sufficient’ property. It demonstrates first-hand how a person
can live in a sustainable way and how achievable it is. Students
will draw and annotate a minimum of five different sustainable
resources while building an understanding of how each individual
student can be advocates to the sustainable scheme.
Lessons 9 & 10: Students will write their justification for their
‘sustainable house’ project which will incorporate a range of
ecological solutions that can be implemented by individuals
throughout the community. The process is to clarify and support
the key elements of sustainability in the project. These key points
will be further explained in the presentations with a visual
representation of the 3D property model.
Futures
Lesson 2: ‘The Tomorrow People’ book will address the impacts
that our current lifestyle is damaging the world that we live in. The
story explores different ways of living a more sustainable life and
new inventions to reduce our impact on the environment.
Students will design, create and design their own invention and
present it to the class in a persuasive poster.
Lessons 9 & 10: Students will be finishing a topic and will
demonstrating their knowledge and understanding of
sustainability with the assistance of resources. Students will have
created a ‘self-sufficient’ home with a range of sustainable
resources. They will also write a justification explaining why they
have chosen their sustainable resources, what the resources are
and how they work. The overall aim is to build an awareness of
our unsustainable lifestyles and form advocates to educate others
by modelling sustainability as active participants. For instance,
reuse, recycle and reduce.
1

]Critical
Inquiry – Identifying, exploring and organizing information and ideas
Pose questions: pose
questions to clarify and
interpret information and
probe for causes and
consequences.
Organise and process
information: analyse,
condense and combine
relevant information from
multiple sources.
Generating ideas, possibilities and actions
Imagine possibilities and
connect ideas: combine
ideas in a variety of ways and
form a range of sources to
create new possibilities.
Consider alternatives:
identify situations where
current approaches do not
work, challenge existing
ideas and generate
alternative solutions.
Reflecting on thinking and processes
Reflect on process: identify
and justify the thinking behind
choices they have made.
Analysing, synthesising and evaluating reasoning and procedures
Evaluate procedures and
outcomes: evaluate the
effectiveness of ideas,
products, performances,
methods and courses of
action against given criteria.
Justin Fiume
20152499
and Creative Thinking – Level 4
Lesson 1: The excursion offers students the opportunity to see
first-hand how sustainable resources work and the practicality
behind it. This offers students to use their prior knowledge and
create questions to ask the ‘sustainable experts’ to further extend
their own learning. These questions will be recorded and posted
on each pair’s KidBlog.
Lessons 1-3: The first three lessons will be information acquiring
lessons in which students form a consolidated understanding of
the importance of sustainability. Students will gather and analyse
information from the excursion, creating an invented resource and
research into their own sustainable resources.
Lesson 2: The teacher will read ‘The Tomorrow Book’ to the
class which is based on a sustainable inventor. Students will work
in groups to either brainstorm adaptions to a current sustainable
resource or create their own entirely. Students will then choose
one idea and create a persuasive poster that explains how the
new resource is sustainable and why it should be used over an
unsustainable resource.
Lessons 1-3: Students will have various opportunities to identify
situations in which are have detrimental effects on our ecological
footprint. During these lessons, students will identify sustainable
solutions to combat these issues. For instance, prevent water
wastage by collecting water in a rain water tank or reduce carbon-
based electricity by switch to solar panels.
Lesson 9: Students will write a justification for their choices in
sustainable resources. They will explain why they are important to
sustainability and how they work while addressing their influence
economically, socially and environmentally. Students will have the
assistance of their work pieces during the unit of work and their
blog entries on KidBlog to reflect upon.
Lesson 10: Students will be provided with a rubric during this
project and are able to monitor their work. Through the unit of
work, students have been given multiple opportunities to anazlyse
a range of different sustainable resources. The project allows
students to choose several sustainable resources and evaluate
each process and procedure before presenting this information to
the class.
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 Justin Fiume
20152499

Assessment
Diagnostic
Lesson 1 Teacher will diagnostically assess the students by asking them a range of
questions that recall information from the previous sustainability topic. This will also
gauge and prior knowledge and make connections to sustainable resources. The
questions will have a focus on low-order thinking skills to make links which will
allow students to further explore those ideas.

Formative
Lesson 2 ‘Exit slips’ will be provided for students to fill out before they leave. Students will fill
out a ‘Two Roses and a Thorn’ slip, this will contain two things they learned from
today and one question still needing answers. This lesson will consolidate
information about the excursion and upcoming project which will provide a good
opportunity for the teacher to gauge any questions that students might still have
ahead of the project commencement.
Lesson 8 Teacher will use the ‘traffic light’ system at the start of the day to gauge the
progress of the students to determine who needs extra assistance. This will be
used again in the middle of the lesson to ensure all students are on track. Students
should be finalising their project in this lesson, the teacher will use this strategy to
keep students on target and assist anyone needing help.
Lessons Teacher observation and conversation with students each lesson and taking
1-10 annotated notes. The teacher walks around the classroom to each pair and has a
discussion about their progress, ask questions about what progress they have
made today and what they plan to do next.
Summative
Lesson 1 Create a minimum of two questions during the excursion that will be asked at the
end of the excursion or later addressed back in class. This activity is to encourage
students to use high-order thinking skills to generate questions with real
significance. It will also offer the chance to find the answers that eluded them during
the excursion.
Lessons Pairs will be required to write KidBlog (ICT) posts most lessons to reflect on their
1-10 progress of each lesson. Students will discuss any challenges they encountered,
how they overcame any issues, a photo of their progress and what needs to
happen for the next lesson. This activity will be used as a progress guide for each
pair’s project. The benefits that this offers include writing skills, self-reflection, goal
setting and ICT competence. The blog allows other students in the class to view
and leave comments on other student’s posts which is all monitored by the teacher.
Lessons Work samples will be collected and throughout the project for the teacher to monitor
1-10 and offer feedback on the progress and standard of work produced. These samples
include the annotated and drawn sustainable resources with questions (lesson 1),
brainstorm and poster of an invented sustainable resource (lesson 2), brainstorm
ten sustainable resources (lesson 3), draw floorplans of each partner’s sustainable
house and a written justification of each pair’s project. The accumulation of these
work samples will provide the teacher a solid range of work that will assist in
deciding an accurate mark for each pair.
Lesson 10 Students will be marked accordingly with a rubric (provided to students at the
beginning) for their presentation and accumulation of work including their written
justification, KidBlog entries and design of their sustainable property. The rubric
sets out all the required stands that are expected of them and also provides
students with an overview to track during their progress.

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 Justin Fiume
20152499

Curriculum Links

Design and Technologies (year 5-6)

Examine how people in design and technologies occupations address competing

considerations, including sustainability in the design of products, services, and environments
for current and future use (ACTDEK019)

Investigate how and why food and fibre are produced in managed environments and prepared
to enable people to grow and be healthy (ACTDEK021)

Investigate characteristics and properties of a range of materials, systems, components, tools

and equipment and evaluate the impact of their use (ACTDEK023)

Digital Technologies (year 5-6)

Implement and use simple visual programming environments that include branching
(decisions), iteration (repetition) and user input (ACTDIP020)

Explain how student solutions and existing information systems are sustainable and meet
current and future local community needs (ACTDIP021)

Plan, create and communicate ideas and information, including collaboratively online,
applying agreed ethical, social and technical protocols (ACTDIP022)

English – Literacy (year 6)

Use comprehension strategies to interpret and analyse information and ideas, comparing
content from a variety of textual sources including media and digital texts (ACELY1713)

Plan, draft and publish imaginative, informative and persuasive texts, choosing and
experimenting with text structures, language features, images and digital resources
appropriate to purpose and audience (ACELY1714)

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 Justin Fiume
20152499

References

Australian Curriculum, Assessment and Reporting Authority. (2013). Critical and creative

thinking. Retrieved from https://www.australiancurriculum.edu.au/f-10-

curriculum/general-capabilities/critical-and-creative-thinking/

Australian Curriculum, Assessment and Reporting Authority. (2013). Sustainability.

Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/cross-

curriculum-priorities/sustainability/

Australian Curriculum, Assessment and Reporting Authority. (2013). Technologies:

Understand how technologies works. Retrieved from

http://australiancurriculum.edu.au/f-10-curriculum/technologies/

French, J. (2011). The Tomorrow Book. Sydney, AU: Harper Collins.

Mobbs, M. (2015). Off-grid living… It’s Easy. Retrieved from www.sustainablehouse.com.au

School Curriculum and Standard Authority. (2014). Western Australian Curriculum.

Retrieved from http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-

browser/technologies/