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HASS: Assignment 2- Unit Plan

Melissa Gogler 110012268


Tutor: Suzanne Mitchell

ASSIGNMENT 2: UNIT PLAN

Unit Title: Plastic Fantastic?


Year Level: 4
Subject: HASS- Geography
RATIONALE

In recent decades there has developed an increasing awareness of the


link between human activity and the degradation of the natural
environment (Capra, 1997). As such it is imperative that children and
young people acquire and develop the necessary knowledge they will
need to inform future actions and responses to what is a global
community challenge. So et al. submit that childhood is a critical phase
for developing pro-environmental knowledge, awareness and patterns of
behaviour (2014, p. 1) thus making the primary school years the ideal
period for educators to introduce and teach issues related to the
environment and sustainability. The Year 4 Geography curriculum provides
teachers with great scope to introduce such important topics and provides
many opportunities to integrate different curriculum subjects, cross
curriculum priorities most notably sustainability and many of the general
capabilities such as critical thinking, these points will be expanded upon
and discussed in detail in the Learning Focus section of this unit plan.
The overarching theme for this unit of work centres around the
systemic issue of plastic pollution and in particular its effect on the ocean
environment, what this means for wildlife and communities; at home and
internationally, and what actions can be taken on not only an individual
level, but at a wider community and global level to help combat the
problem. Drawing on the third of the three geographical perspectives as
outlined by the Australian Curriculum, this unit of work aims to instil in
learners the importance of the reciprocal relationship humans have with
their

environment,

the

responsibility

that

we

have

towards

the

HASS: Assignment 2- Unit Plan


Melissa Gogler 110012268
Tutor: Suzanne Mitchell

environment and other living creatures as well as the crucial importance


of sustainability and how this contributes to humanitys future (Australian
Curriculum Assessing and Reporting Authority [ACARA], 2011). From a
broad perspective, this topic aligns with the educational goals outlined in
the Melbourne Declaration that emphasise the importance of students
becoming responsible local and global citizens, striving for the common
good in terms of both natural and social environments and perhaps most
importantly imparting an optimistic view of their own lives and the future
through a focus on sustainability (Ministerial Council on Education,
Employment, Training and Youth Affairs [MCEETYA], 2008).
The importance of this topic and many other topics contained within
the Geography curriculum, is reflected by what Reynolds (2014) has found
to be the concern children within the middle primary years express for
issues related to the environment. Children within this age group are
particularly interested in the actions they can take to help minimise waste
and promote sustainability (Reynolds, 2014).

By learning about plastic

pollution and how it effects our environment on a local and global level,
this unit of work aims to develop in learners the skills to reflect on how
materials are used sustainably and unsustainably. This unit of work also
aims to develop learners to reflect critically on how they, the school and
wider community use materials, feel empathy for the living creatures that
inhabit these environments and develop strategies to empower them to
make decisions that promote waste minimisation and sustainability.

LEARNING FOCUS

Geography comprises a vast subject with many facets. As such this


subject provides teachers with many rich learning opportunities with
which to nurture students innate interest in the world around them
(Australian Geography Teachers Association [AGTA], 2007). The Australian
environment is unique, varied, ancient and fragile yet not immune to the
environmental challenges that face many of Earths environments.
2

HASS: Assignment 2- Unit Plan


Melissa Gogler 110012268
Tutor: Suzanne Mitchell

Studying geography provides the understandings that lead to a more


informed

appreciation

of

Australias

and

the

worlds

natural

environments, and the need to manage resources for the well-being of our
own and other species (AGTA, 2007). This unit of work will draw on the
HASS concepts of Place, Environment, Interconnection, Sustainability and
Change (ACARA, 2015).

Knowledge and Understanding


The topic for this unit of work has been developed from the content
descriptor

ACHASSK090

contained

within

the

Year

Geography

Curriculum. The focus of this descriptor is The use and management of


natural resources and waste, and the different views on how to do this
sustainably (ACARA, 2015). Contained within this descriptor are the
elaborations which have been drawn upon to create this unit of work
including exploring the work of groups and organisations which manage
natural resources and/or waste as well as identifying non-renewable
resources (ACARA, 2015). The focus of this unit of work is multi-layered in
that it identifies the problem of marine plastic waste and how the material
is used, and the actions that individuals and groups take to combat the
problem then directs focus towards the actions that students can take to
help to minimise waste in their everyday lives. The unit is intended to end
on an affirmative note that provides students with the knowledge to make
informed choices and develop the belief that they can be effective
participants in society (Gordon, 2010). This unit of work aligns with the
following Achievement Standards for year 4 Geography: Learners identify
the interconnections between components of the environment and
between people and the environment and learners propose individual
action in response to a local geographical challenge and identify some
possible effects of their proposed action (ACARA, 2015)

HASS: Assignment 2- Unit Plan


Melissa Gogler 110012268
Tutor: Suzanne Mitchell

Skills
Within the HASS curriculum are embedded the Inquiry and Skills substrands that detail the overarching skills of Questioning, Researching,
Analysing, Evaluating and Reflecting and Communicating (ACARA, 2015).
These skills come into play through this unit of work through the use of
the Integrating Socially Inquiry model. This unit of work aim to construct
knowledge particularly through researching and reflecting and evaluating.
By incorporating the content descriptor ACHASSI074 Locate and collect
information and data from different sources, including observations
(ACARA, 2015) learners will use multiple resources throughout the unit
such as the internet, books, information sheets, personal observations and
field trips to construct their knowledge about the topic. This unit of work
draws heavily from the content descriptor ACHASSI081 Reflect on
learning to propose actions in response to an issue or challenge and
consider possible effects of proposed actions (ACARA, 2015). Contained
within the elaborations for this descriptor are points that relate directly to
the issue of plastics in our waterways, which further justifies the relevance
and importance of teaching this subject to a Year 4 class (see Appendix 1).
HASS Values
The topic of this Unit plan links strongly with the HASS value of
environmental

sustainability.

The

importance

of

sustainability

is

emphasised by its place in the curriculum as one of the three crosscurriculum priorities. As stated by ACARA the concept of sustainability is
about the capacity of the environment to continue to support our lives
and the lives of other living things into the future (ACARA, 2011). This unit
instils the concept of environmental sustainability by providing a strong
focus on the benefits of recycling and minimising waste. This is in line with
the Year 4 Geography Achievement standard which states that by the end
of year 4 students will be able to propose action in response to a local
geographic challenge and identify some possible effects of their proposed
action (ACARA, 2015). Reynolds states that all students acquire values
through an intricate interconnected range of influences (2014, p. 6) of
4

HASS: Assignment 2- Unit Plan


Melissa Gogler 110012268
Tutor: Suzanne Mitchell

which the school experience plays a large part. By incorporating activities


in this unit plan that link to what actions can be taken and implemented in
the school environment to support sustainability, students will find this
value strongly reinforced. In addition to this, this unit of work aim to
promote the Australian schooling value of responsibility which promotes
being accountable for ones own actions and taking care of the
environment (Department of Education Science and Training, 2005).
Global Perspectives
By incorporating global perspectives we promote learning that
encourages our students to be global citizens. This unit of work aligns
most with the Global Perspective of Sustainable futures. Education for
sustainable futures has a strong element of taking action (Browett &
Ashman, 2008, p. 118), this action element is strongly supported by the
inquiry process. In this unit of work learners are introduced to the problem
of plastic pollution within our oceans, they learn that this problem not only
effects the local Australian environment but the rest of the world, from
here knowledge is turned into action by the introduction of issues on
sustainability and recycling in which students actively participate in
improving their school waste management schemes to prevent excess
waste and pollution.

TEACHING SEQUENCE USING THE INTEGRATING SOCIALLY MODEL OF INQUIRY

The teaching sequence below is based on a 7 week unit and draws its
sequence and focus from the Integrating Socially Inquiry Model. Inquiry
learning, according to the National Environmental Education Statement for
Australian Schools, encourages students to respond to their own concerns
or curiosity to act on an environmental issue (2005, p. 26).

HASS: Assignment 2- Unit Plan


Melissa Gogler 110012268
Tutor: Suzanne Mitchell

Teacher
focus/Phase of
the Inquiry
model
Tuning In: This
stage
of
the
Inquiry model is
designed to help
engage
the
learner with the
topic, determine
their
prior
knowledge,
opinions
or
ideas about the
topic as well as
identify
any
misconceptions
or
stereotypes
(Gordon, 2012)
Specific
learning
intentions
facilitated by
the learning
activities:
Knowledge:
Students learn
about the
interconnectedn
ess between
human actions
and
environmental
pollution.
Understanding
:
Learners
understand that
actions have

Learner Activity

Resources
required

Activity 1: Gallery walk/ Viewing Images


sourced from
selected images
the
National
Geographic
For this activity the learners, website (cited
separated into small groups, view a in
reference
selection of printed and laminated list)- multiple
images of ocean pollution. The copies
images include those environments
within Australia and overseas.
Sticky notes
(two different
Activity 2: Group and class
colours) and
discussion
pin
board/poster
This activity is comprised of three paper
separate stages. The first is a
teacher facilitated class discussion
that, using the Geography questions
(Attachment 1) aims to engage the
learners by directing them towards
their own personal experiences with
the ocean/beach environment as
well as investigating their own
opinions
about
how
this
environment should be, why, and
why it is not.
The second stage requires a group
discussion in which the learners
discuss the images provided and
select one image each that they feel
most strongly about and discuss
with their group why this is. The
learners are directed to discuss their
own
relationship
with
the
beach/ocean, memories they may
have and why the ocean/beach is
important to them. Learners come
together as a class and volunteer

Basic
Geography
questions for
conducting
discussion as
described by
Reynolds
(2014) in
Teaching
Humanities
and Social
Sciences in the
Primary
School, 3rd edn
(Appendix 2)

HASS: Assignment 2- Unit Plan


Melissa Gogler 110012268
Tutor: Suzanne Mitchell

consequences
and that these
consequences
have effects the
world over.
Skills:
Reflection on
places
particularly
ocean
environments/
beaches they
have been to.
Discussion
within, groupsturn taking,
formulating
questions

some of their discussion points.

Activity
3:
Knowledge
questions board

and

Teacher directed: Learners are asked


to brainstorm information they may
have
heard
about
plastic
pollution/recycling
and
any
questions they would like to have
answered throughout the unit of
work relating to the topic. What is
known and any questions are
written on different coloured post-it
notes and stuck on a pin board/
poster paper where they will remain
for the rest of the unit of work, with
the intention of answering the
questions throughout the unit.

Internet
connection and
Smartboard/
projector
Preparing to
find out:
This stage of the
Inquiry process
involves
providing the
learners with
information
about the topic
and helps to
provide a focus
for the rest of
the unit.

Poster paper or
using the
Smartboard to
record
answers/questi
ons
Activity 1: Learners view the BTN
video Plastic Oceans. This short
Australian produced video designed
specifically for middle primary
students provides learners with an

List of
questions from
BtN
Behind
The
7

HASS: Assignment 2- Unit Plan


Melissa Gogler 110012268
Tutor: Suzanne Mitchell

Specific
learning
intentions
facilitated by
the learning
activities:

Knowledge:
Students learn
about the plastic
pollution
problem in the
Australian
context and
globally
Students learn
that ocean
movements can
distribute
plastics around
the globe

Understanding
:
Students come
to a greater
understanding
that their
actions can
effect change

Skills:
Exploring
Using ICT to
gather
information
Group work
Communication

introduction to the plastic problem,


environmental
impacts
and
organisations that help provide
solutions to the problem

Activity
2:
Teacher
to
lead
students through a discussion about
the information provided in the
video using question sheet provided
in the BTN teacher resource sections
(Appendix 3)

News
2012,
Plastic Oceans,
video,
Australian
Broadcasting
Corporation
(ABC), viewed
9
December
2015,
<http://www.a
bc.net.au/btn/s
tory/s3591476.
htm>.

Activity 3: Learners view a second


short BTN video, Take 3 that
presents further information about
the plastic problem with a wider
global focus. This video also details
the recycling efforts of schools in
other parts of Australia, introduces
the concepts of Reuse, Recycle and
Refuse and other strategies for
minimising waste as well as
introduces students to topic specific
terminology such as micro plastics,
gyres and biodegradable plastics.
Activity 4: Class and teacher led
discussion designed to identify the
points about plastic pollution that
learners found the most important,
discuss the concept of recycling,
identify what strategies they might
use to combat rubbish waste at
home and school. These suggestions
are written up and form the basis of Computer lab/
future tasks.
IPads
Internet
8

HASS: Assignment 2- Unit Plan


Melissa Gogler 110012268
Tutor: Suzanne Mitchell

Library

Finding Out:
At this stage of
the Inquiry
process learners
continue to build
on their
knowledge, plan
for future tasks

Specific
learning
intentions
facilitated by
the learning
activities:

Activity 1: As a class, the teacher


revisits the concepts covered in
Activity 4 of the Preparing to Find
Out stage. Teacher expands upon
some of the facts about marine
pollution
and
introduces
new
Knowledge:
Students expand information about plastics recycling.
Key points about marine pollution
on their
knowledge from and key points about recycling are
separated and written on the board.
the previous
inquiry stage
Learners are separated into groups.
Understanding
:
Students
research a
specific key
point they have
been introduced
to

Activity 2: In these groups learners


are required to decide on which of
the key points they find interesting
and would like to conduct further
research into.
Students learn that their research
will form the basis of their first
9

HASS: Assignment 2- Unit Plan


Melissa Gogler 110012268
Tutor: Suzanne Mitchell

Skills:
Researching and
analysing new
concepts using
ICT
Synthesizing
information for
the purpose of
the assignment

assignmentCreate
a
poster/movie/comic strip that will
inform other students about your
chosen topic? What do you want
them to know? Why is it important
for them to know/see this?
3 websites are written on the
board/displayed on the Smartboard
for students.
Websites for students:

Sorting Out:
At this stage of
the inquiry
model students
have the
opportunity to
process the
information they
have gathered
and present this
in a number of
ways (Gordon,
2010)

1. http://www.adrift.org.au/>
provides
students
with
interactive maps from which
they can track the spread of
plastic waste around the
ocean over a 10 year time
span
2. http://plastinography.org/lesso
n1/how-does-plastic-reachthe-ocean.html
provides
learners
with
interactive
lessons
that
document the way in which
plastics are produced and
used and end up in the ocean
3. http://www.zerowaste.sa.gov.a
u/at-home/recycle-right/whatdo-the-numbers-and-symbolson-plastics-mean
this
site
provides
information
on
household
recycling
and
provides easy to read fact
sheets
and
examples
of
posters on the theme of
recycling.

Access to
printing/
computers
Materials for
creating their
work- paper,
cardboard,
textas,
coloured
pencils
Access to
Ipads/digital
cameras for
creating works

Learners in their groups search for


facts about their chosen topic.

Specific
10

HASS: Assignment 2- Unit Plan


Melissa Gogler 110012268
Tutor: Suzanne Mitchell

learning
intentions
facilitated by
the learning
activities:

Learners will be given two lessons in


which to research their topic using
both the internet and library
resources

Knowledge:

Understanding
:

Skills:
Group work,
effective
communication
Present
information that
uses topic
specific
terminology
Critical thinking

Going Further:
At this stage of
the Inquiry
model learners
knowledge
about the topic
is extended.

Ongoing Activity: During these


lessons learners will be given the
opportunity
to
collate
the
information for their first assignment
and begin designing/producing their
piece.
Learners will be allocated two
lessons to complete their projects
with another lesson set aside for
displaying them.
This assignment brings in skills from
curriculum areas such as the visual
and media arts

Link to the
KESAB website
providing
information
about the
excursion and
http://www.kes
ab.asn.au/scho
ols/educationcentre/
Camera

Links to
KESAB- Wipe
Out Waste site
contain a list of
the required
resources for
this activity

Specific
learning
intentions
facilitated by
the learning
11

HASS: Assignment 2- Unit Plan


Melissa Gogler 110012268
Tutor: Suzanne Mitchell

activities:

Knowledge:
Learners
develop
knowledge
about how
recycling works
on a large scale
Understanding
:
Learners
understand that
they can take
positive action
to make their
school
environment
more
sustainable
Skills:
Literacy and
numeracy
Cooperation

Activity 1: Learners take a field trip


to KESAB Education Centre
combined with a tour of the
Wingfield Waste and Recycling
Centre.
The excursion is led by a KESAB
operator.

Sticky notes
(two different
colours) and
pin
board/poster
paper

The information students learn


during this field trip will form the
basis of the next piece of work
which uses the learners new
knowledge about recycling to focus
on school policy and how waste can
be dealt with more effectively.
Activity 2: Using the KESAB Wipe
Out Waste Audit kit learners
undertake an audit of the school
12

HASS: Assignment 2- Unit Plan


Melissa Gogler 110012268
Tutor: Suzanne Mitchell

bins and waste management


strategies in order to determine how
much waste is created by the school
and what can be done to combat it.
Making
Connections
This stage of the
Inquiry model
learners reflect
on what they
have learnt
Specific
learning
intentions
facilitated by
the learning
activities:

Knowledge:

Understanding
:
Skills:

Links to resources:
http://www.wow.sa.gov.au/diy-auditkit.html- this link contains the
information teachers and students
will need to conduct the audit
including a list of materials,
recording sheets and discussion
questions before and after the audit
http://www.zerowaste.sa.gov.au/uplo
ad/resource-centre/recycle-righteducation-resources/Recycle
%20Right%20Middle%20Primary
%20Using%20your%20bins
%20Activity%203%20-%20Auditing
%20your%20bins.pdf

Lunches
sourced from
home- brief
note sent to
parents in
advance of the
Plastic Free
Picnic

Link to the pdf that uses De Bonos


Six Thinking Hats to analyse
students response to the findings of
the audit. Learners will work in
groups to answer the questions.
These answers as we as information
collected from the audit will
comprise the second assessment
task.
This activity has a focus on
numeracy as learners are required
to weigh and record as part of the
audit
This activity comprises the second
assessment task.

Taking Action
This stage of the
Inquiry model
involves
learners
constructing
links between
13

HASS: Assignment 2- Unit Plan


Melissa Gogler 110012268
Tutor: Suzanne Mitchell

Specific
learning
intentions
facilitated by
the learning
activities:

Knowledge:

Understanding
:
Learners
understand that
through their
choices they can
make a
difference

Activity 1: Students revisit the


question and knowledge board
constructed in the first lesson.
Discussion questions: Can you
answer any of these questions?
What new information would you
like to add? Why is this important?
Have your feelings changed from
the beginning?

Skills:

14

HASS: Assignment 2- Unit Plan


Melissa Gogler 110012268
Tutor: Suzanne Mitchell

Activity 1: To end the unit students


put their knowledge about
minimising waste into practice by
conducting a Nude Lunch/ Plastic
Free Picnic the aim of which is to
select waste free foods and use
environmentally
sustainable/recyclable packaging.

Sequence of lessons and Inquiry stages of the course of the unit


Week
1.

Stage of the Inquiry model

5.

Lesson 1: Tuning In- Gallery walk/viewing images and


discussion
Lesson 2: Preparing to find out- BtN videos and
class/group discussion
Lesson 3 & 4: Finding out- Beginning research into
chosen topic and beginning first assignment
Lesson 5 & 6: Sorting out: Making, finishing and
presenting first assignment piece
Excursion to the KESAB Education Centre: Going further

6.

Lesson 7 & 8- Wipe Out Waste Bin Audit: Going further

7.

Unit wrap up- Taking Action: Nude food/plastic free picnic


conducted on the school grounds

2.
3.
4.

Assessment
Diagnostic
This unit of work begins with the use of diagnostic assessment which
includes ascertaining learners current level of understanding before new
teaching/learning begin (Reynolds, 2014, p. 266). The importance of this
type of assessment lies in not only gauging learners prior knowledge but
in also determining learners attitudes, related skills and level of interest
towards the topic. In the context of this unit of work, much of the
diagnostic assessment occurs in the Tuning In section of the Inquiry model
15

HASS: Assignment 2- Unit Plan


Melissa Gogler 110012268
Tutor: Suzanne Mitchell

with the first lesson. This initial lesson uses a collection of images coupled
with leading questions (Appendix 1) to elicit learners initial response to
the topic of plastic pollution. In using images learners can also develop
their

visualisation

skills

which

aid

children

in

constructing

their

understanding of places and environment (Catling & Willy, 2009, p. 79)


Formative
Formative assessment occurs during the teaching and learning stage
the purpose of which is to guide the teacher in planning for learning and
to help students identify areas that need work (Woolfolk & Margetts,
2013, p. 503). During this unit of work, formative assessment is conducted
through oral questioning, observation of student behaviour and how
engaged they are with the topic (see Appendix 4 for generic observational
checklist; this list can be adapted to fit with varying tasks), and looking at
work in progress (Reynolds, 2014).
Summative
This unit of work uses two summative pieces of work that seek to
determine what students have learnt about the topic. The first piece is
based on a research exercise where learners in groups must research a
topic (either marine plastic pollution or recycling) and generate an
information poster/ video/ comic to convey information to other students
about why these issues are important (see Appendix 5 for simple learning
rubric). The second summative piece is based on the KSEAB Wipe Out
Waste school bin audit.

Resources List:
Adrift: Tracking the global ocean circulation- website
Behind the News: Plastic Oceans- video
Behind the News: Take 3- video
Catalyst: Plastic Oceans- Video (teacher only resource)
16

HASS: Assignment 2- Unit Plan


Melissa Gogler 110012268
Tutor: Suzanne Mitchell

Clean Up Australia- Recycling Fact sheet


Integrating Socially Inquiry Model- (teacher only resource)
KESAB Environmental solutions- website
KESAB Education centre and Wingfield Waste and Recycling Centreexcursion
Photographs sourced from National Geographic website- printed resource
Plastinography, interactive website with embedded videos
Wipe Out Waste website- teacher resource with downloadable documents
that assist in conducting the audit
Zero Waste- website

References
ARC Centre of Excellence for Climate System Science 2015, Adrift:
Tracking the global ocean circulation, ARC Centre of Excellence for Climate
System Science, viewed 28 December 2015, < http://www.adrift.org.au/>.
Australian Curriculum, Assessment and Reporting Authority (ACARA) 2015,
F- 6/7 Curriculum, Humanities and Social Sciences: Geography, Year 4
Curriculum v 8.0, Australian Curriculum, Assessment and Reporting
Authority,

viewed

December

2015,

<http://www.australiancurriculum.edu.au/humanities-and-socialsciences/hass/curriculum/f-10?layout=1#page=2&yl-4>.
Australian Curriculum, Assessment and Reporting Authority (ACARA) 2011,
Shape of the Australian Curriculum: Geography, Australian Curriculum,
Assessment and Reporting Authority, viewed 9 December 2015,
<http://www.acara.edu.au/verve/_resources/shape_of_the_australian_curri
culum_geography.pdf>.

17

HASS: Assignment 2- Unit Plan


Melissa Gogler 110012268
Tutor: Suzanne Mitchell

Australian Geography Teachers Association 2007, Australians need


geography, Australian Geography Teachers Association, viewed 28
December 2015,
<www.agta.asn.au/files/Resources/2007/AustNeedGeog.pdf>
Behind The News 2012, Plastic Oceans, video, Australian Broadcasting
Corporation

(ABC),

viewed

27

December

2015,

<http://www.abc.net.au/btn/story/s3591476.htm>.
Behind The News 2013, Take Three, video, Australian Broadcasting
Corporation (ABC), viewed 27 December 2015,
<http://www.abc.net.au/btn/story/s3875973.htm>.
Browett, J & Ashman, G 2008, Thinking globally: global perspectives in the
early years classroom, Curriculum Corporation, Carlton South, Vic.
Capra, F 1997, Deep Ecology- a new paradigm in F Capra (ed.), The Web
of life: new synthesis of mind and matter, Flamingo, London, pp. 3-13.
Catalyst

2012,

Broadcasting

Story

Archive:

Corporation

Plastic

(ABC),

Oceans,

viewed

video,

Australian

December

2015,

<http://www.abc.net.au/catalyst/stories/3583576.htm>.
Catling, S & Willy, T 2009, Teaching Primary Geography, Learning Matters
Ltd, Exeter, UK.
Clean Up Australia 2009, Plastic Recycling Fact Sheet, Clean Up Australia
Limited,

viewed

December

2015,

<https://www.cleanup.org.au/PDF/au/cua_plastic_recycling_fact_sheet.pdf
>.
Department of the Environment and Heritage 2005, Educating for a
sustainable future: A national environmental education statement for
Australian schools, Australian Government, Victoria.
Department of Education, Science and Training 2005, National Framework
for Values Education in Schools, Australian Government, Canberra.

18

HASS: Assignment 2- Unit Plan


Melissa Gogler 110012268
Tutor: Suzanne Mitchell

Gordon, K 2010, Inquiry Approaches in Primary Studies of Society and


Environment Key Learning Area, Queensland School Curriculum Council,
viewed

27

December

2015,

<http://tlweb.latrobe.edu.au/education/learningmaterials/inquirybasedlear
ning/readings/qld%20inquiry%20learning%20sose%20paper
%20gordon0.doc>.
Gordon, K 2012, Thinking through the Inquiry cycle for Young learners,
Synergy, vol. 10, no 1, pp. 64- 78.
KESAB Environmental Solutions 2015, KESAB Education Centre, KESAB
Environmental Solutions, viewed 26 December 2015,
<http://www.kesab.asn.au/schools/education-centre/>
Ministerial Council on Education, Employment, Training and Youth Affairs
2008, Melbourne Declaration on Educational Goals for Young Australians,
Australian Government, Melbourne.
National Geographic 2015, Photo Gallery: Polluted Oceans, National
Geographic, viewed 10 December2015,
<http://ocean.nationalgeographic.com/ocean/photos/oceanpollution/#/alaska-dump_46_600x450.jpg>.
Reynolds, R 2014, Teaching Humanities and Social Sciences in the Primary
School, 3rd edn, Oxford University Press, South Melbourne.
So, W M, Cheng, N Y, Chow, C F & Zhan, Y 2014, Learning about the types
of

plastic

wastes:

effectiveness

of

inquiry

learning

strategies,

International Journal of Primary, Elementary and Early Years Education,


vol. 3, no. 13, pp. 1-14.
Van Sebile, E, Halstead, J & Vandervord, C 2015, Plastinography: How does
plastic reach the ocean?, ARC Centre of Excellence for Climate System
Science, viewed 28 December 2015,
http://plastinography.org/lesson1/how-does-plastic-reach-the-ocean.html

19

HASS: Assignment 2- Unit Plan


Melissa Gogler 110012268
Tutor: Suzanne Mitchell

Woolfolk, A & Margetts, K 2013, Educational Psychology, 3rd edn, Pearson


Australia, New South Wales.
Zero Waste SA 2015, Recycle Right, Zero Waste SA, Government of South
Australia, viewed 2 January 2016, <http://www.zerowaste.sa.gov.au/athome/recycle-right/recycleright-factsheet>

Appendix 1:
Elaborations for Content descriptor ACHASSI081
Elaborations

reflecting on learning with the assistance of tools such as a KWL chart (what they know,
what they want to know and what they have learned) when evaluating responses to an
issue

forecasting a probable future and a preferred future relating to an environmental, local


government or cultural issue (for example, developing a futures scenario of what oceans
will be like if humans continue to allow waste plastic to enter waterways, and a preferred
scenario of what oceans would be like if plastics were to be replaced by degradable
materials)

20

HASS: Assignment 2- Unit Plan


Melissa Gogler 110012268
Tutor: Suzanne Mitchell

reflecting on personal behaviours and identifying attitudes that may affect aspects of the
environment at a local or global level (for example, pouring paints down the sink; using
products sourced from cleared rainforests) and proposing awareness-raising strategies to
reduce impacts on the environment

proposing possible actions that could be taken to address an issue (for example, improving
the management of waste in the school; choosing products not made from endangered
species such as elephants) and identifying resources needed to support the actions and
likely outcomes (for example, composting lunch waste and using it on the school garden;
making socially responsible decisions)

Appendix 2: Basic Geography Questions


What is this place like?
Why is this place as it is?
How is this place connected to other places?
How is this place changing?
What would it feel like to be in this place?
How ought it to be?
21

HASS: Assignment 2- Unit Plan


Melissa Gogler 110012268
Tutor: Suzanne Mitchell

Reynolds, R 2014, Teaching Humanities and Social Sciences in the Primary


School, 3rd edn, Oxford University Press, South Melbourne.

Appendix 3
Discussion Questions
1. Briefly summarise the BtN story.
2. How many pieces of plastic end up in the worlds oceans every day? a.
350 b. 3,500 c. 3.5 million
3. Where is Lord Howe Island?
4. Why do thousands of birds and marine life off Lord Howe Island die each
year?
5. How is all the plastic getting into the ocean?
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HASS: Assignment 2- Unit Plan


Melissa Gogler 110012268
Tutor: Suzanne Mitchell

6. What incentives has South Australia put in place to help reduce the
amount of plastic going into our oceans?
7. Why are plastic bags and bottles harmful to the environment?
8. What are some kids doing around the coastline of Australia to help with
this issue?
9. What are the advantages of recycling and reusing plastic bottles and
containers at home or at school?
10. Make a list of environmental benefits of recycling or reusing plastic.

Appendix 4 : Student Engagement: Prompts for field notes


Types of Engagement

Student 1

Student 2

Student 3

Student 4

Student 5

Behavioural
Engagement

Does
the
learner
appear to be
expending
effort on the
task?
Are
they
displaying
resiliency
in
23

HASS: Assignment 2- Unit Plan


Melissa Gogler 110012268
Tutor: Suzanne Mitchell

the face of
any perceived
difficulties?
Is the learner
seeking
out
information
about
the
task?

Emotional
engagement

Does
the
learner
appear to be
enjoying the
task?
Why/
why
not?

Cognitive
Engagement

Does
the
learner try to
challenge
themselves?
Do
they
persist
with
tasks
that
challenge
them?

Agentic Engagement

Does
the
learner
contribute
ideas to the
class?
Do
they
communicate
any interests
or preferences
related to the
content of the
lesson? (make
a note of what
this was)
Supplementary
observations

Appendix 5:
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HASS: Assignment 2- Unit Plan


Melissa Gogler 110012268
Tutor: Suzanne Mitchell

Simple Rubric for Assignment 1:


Learning outcome

What

will

be How

will

assessed?
assessed?
Learners will present How well the learners In
their
factual

information collaborate as a team

based

on

one

key How

issues

to

do

with piece

marine

well

the

plastic message/facts

pollution or recycling.

well

groups

poster/video/comic

the strip to communicate


about their

the chosen topic


How

be

learners will produce

final a

conveys

it

other

information

to

students.

learners Learners will present

researched their topic

their work to the class

How well learners

once completed

25