Karren Hoare

Creating sustainable futures

Unit Overview
Unit Title

Year Level

Time needed

Creating sustainable futures

5 and 6

Approx. 9 x 1hr lessons

Unit Summary

This unit will look at what items in our household are manufactured sustainably, those that would make daily living needs able to be met more
sustainably and finally the creation of a sustainable household item. Students will look closely at the products that make up every day household
items and research on some to find the sustainability of those items. They will then create ideas of how to make that product more sustainable
(including looking into what can be recycled). Also, students will look at ways they function within their homes and the sustainability issues that
are caused by their decisions such as leaving lights on, leaving water on while brushing teeth etc and come up with a plan to change where
possible. Finally, students will create a sustainable household product that is made from carefully chosen material.
Curriculum Links
Cross Curriculum priorities Sustainability
Connections to English writing; labeling; reading; talking (including spoken explanations); listening.
Unit Foundation
Content Description/Elaborations
Design and Technologies

Investigate characteristics and properties of a range of materials, systems, components, tools and equipment and evaluate the impact of their use
(ACTDEK023)
identifying the properties of materials for the design and construction of a sustainable household item, for example a product for storing
harvested water
comparing tools, equipment and techniques to select those most appropriate for a given purpose

Page 1 of 5

Karren Hoare

Curriculum-Framing Questions
Essential Question
Are our household items sustainable?
Unit Questions
Content Questions

What is sustainability? What is a sustainable future?

What makes a material/item sustainable? How does the way we live and the materials we use affect our futures?
What can we do to make a difference?

Assessment Plan
Assessment Timeline
Before learning activities
begin

While students work on

learning activities

After learning activities end

Observation of keywords
Observation

Questioning

Questioning
Class collaborated list

Group discussion

Unit Details
Prerequisite Skills
Students Prior
Knowledge
Teachers
Professional
Learning

Student creation and presentation of sustainable item

Designs of sustainable items

This will be the first of sustainability lessons for the year. Assessing students prior knowledge will be done in discussions in first
lesson.
This website http://splash.abc.net.au/home#!/media/525907/indigenous-perspective-on-sustainability was immensely valuable
for teaching tips on sustainability

Teaching and Learning Strategies

Provision of scaffolded and largely teacher led activities as a model

Processing of knowledge and skills revisited regularly throughout unit

Student led and centered practical experiments to promote engagement and authentic learning

Guided discussion and questioning

Buddy system for research time, small group/pair work, and presentation to class

Focus on investigating, designing and making tasks

Teaching and Learning Activities

Page 2 of 5

Karren Hoare

Lesson 1

Lesson 1 should be used to introduce the idea of sustainability. Find the definition in the dictionary and have a group discussion about what that
means to us. Model with real world objects or give scenarios such as using a whole page in workbooks to write a few words. Ask, will you have that
book for long? What happens then? Discuss. Discuss what it means when we say not to waste something. If time permits the movie The Lorax is
very helpful for giving consequences on sustainability issues in a fun way and can be used as a perfect conversation piece.

Lesson 2 & 3

In these lessons students will start looking at the items used in their everyday life (at school, around the home) and evaluate and discuss what
materials the items could be made from and their current understanding of where these materials might be sourced from and how. Make a list of
the items of most interest to students. In pairs students research the items from the list to find what they are actually made of & add to the list.
Students then research where the materials where sourced, the supply of that material and how it is extracted/created. This is then added to the
list. Bring students back together and discuss as a class. Compare to past understandings. Class discuss what happens to the listed items when
they are no longer wanted, they break, or they are too old to be useful.

Lesson 4

Students design an item they can create by recycling paper. Some ideas may be decorative card, piata for a party, money box for a child etc.

Lesson 5

Students create the designed item when design is discussed and approved by the teacher.

Lesson 6

In this lesson give students one of two options: 1. Design a more sustainably made/used item that meets the same need as an item in their home
that is unsustainable. Or 2. Students find a waste in their home and design a way that could be recycled to create something useful.

Lesson 7

Students discuss design with teacher and then create this item or a model of.

Lesson 8

Students take photographs of their item or model. Students use word processing software to create a presentation where they write about their
item, what it is and does, what it is replacing or helping and finally what it means for a preferred future. Students download image from camera
and add it to presentation.

Lesson 9

Students conduct presentation of their item/model for peers and assessment.

Page 3 of 5

Karren Hoare

Accommodations for Diverse Needs

Students with
Special Needs
English as a Second
Language (ESL)
Students
Gifted Students
Indigenous Groups

Students with special needs may need to work with peers/buddies or teachers aide if required. Small group work
should also facilitate full participation in all activities and encourage engagement and understanding.
Pair ESL students with peers/buddies whose first language is English. Work in small groups or pairs.

Open ended tasks provided throughout the unit for students to extend themselves. Continue to provide high
expectations.
Allocate time within lessons for indigenous storytelling around the topic of sustainable living.

Materials and Resources Required for Unit

Technology Hardware (Click boxes of all equipment needed)
Camera

Laser Disk

Computer(s)

Printer

Digital Camera

Projection System

DVD Player

Scanner

Internet Connection
Television
Technology Software (Click boxes of all software needed.)
Database/Spreadsheet

Image Processing

Desktop Publishing

Internet Web Browser

E-mail Software

Multimedia

VCR
Video Camera
Video Conferencing Equip.
Other

Web Page Development

Word Processing
Other

Encyclopedia on CD-ROM
Printed Materials
Items list
Supplies
Internet Resources/
Communication Tools
Other Resources
Older peers or buddies to help with computer work.

Page 4 of 5

Karren Hoare

Creating Sustainable Futures

Item around us

Item

Materials used

Sources from

Sustainable?