RATIONALE

This unit is to expand year 4 students knowledge on geography and develop an understanding on the environment and sustainability. Through
research and examining students will identify the negative impacts that are affecting the environment and human life, the use and management of
resources and waste and ways to achieve a more sustainable environment and way of living (Australian Curriculum, Assessment and Reporting
Authority, 2017).

This inquiry unit is essential for students as they are the future and need to have an understanding if people are not going to adapt to the environment
and live more sustainable that it can assist in damaging the earth even more so and causing more issues to the environment and the future of the
human race. Students will develop skills to identify where resources come from, the difference between non-renewable and renewable resource, the
human impact of the environment and implementing action in their own lives. The unit by design gives students the opportunity to gain new
understandings and allows students to demonstrate their learning multiple times as the teacher is teaching for understanding (Wiggins, & McTighe,
2011). Students will develop creative and critical thinking skills through inquiry learning. Inquiry learning approach allows students to take some
responsibility for their own learning through processing information given and then be able to understand and know the content being taught. This
approach also allows students to investigate, work with others, participate in the community and build on their confidence (Gordon, 2000).

Through the learning activities students will work both independently and collaboratively. This allows all students to be included and will have
opportunity to learn to the best of their ability. In order for students to learn to the best of their ability they will be encouraged to make a connection
between learning activities and their own lives. This supports a deeper level of integrated thinking, where students just dont memorize information but
actually know and understand the information that is being present (Erickson, 2007). Interactive activities throughout the unit will incorporate the use
of information and communication technology assisting diverse learners as it is can be a visual representation, audio, written and interactive resource
to engage students attention, especially those who have sensory processing difficulties.

The forms of assessment used for this unit include both formative and summative assessment. Rubrics, self-assessments, anecdotal notes and action
plans are the types of formative assessment used as it allows for new ways to enhance feedback between teachers and student (Black & Wiliam,
2010). This variety of formative assessment chosen main aim was to motivate and engage students to become actively involved in evaluating their
own learning (Black & Wiliam, 2010). This variety of assessment also gives teachers a snapshot of students learning at that specific point of the unit
where they are then able to adjust and evolve their teaching and learning in a way that benefits the students. The use of Summative assessment is
seen in the forms of a Unit wall and the celebration of learning that will display students learning at the end of the unit. The unit wall and especially the
celebration of learning allows for teachers and students both have a parallel set of expectation that they will work towards (Joughin, 2010). This form
of assessment main aim was to promote collaborative work among student that also allow for all types of learners to be assessed (Joughin, 2010) by
also engaging parents in students learning. Therefore, as a team we emphasised on a variety of assessments so we are able to connect with all types
of learners.

Mia Bucher (S00154313) & Diana Bergeon (S00154528)

1

ESTABLISHED
GOALS
An understanding of a
connection between
people and the
environment.
Students will be able to
recognise the importance
of the environment and be
able to i dentify different
possible responses to a
geographical challenge.
How to develop
geographical questions to
investigate and locate,
collect and sort
information and data from
different sources to
answer questions.
Present findings using
geographical terminology
in a range of texts. And
how to propose individual
action in response to a
local geographical
challenge and identify
(Australian Curriculum, Assessment and
Reporting Authority, 2017)
Mia Bucher (S00154313) & Diana Bergeon (S00154528)
SUSTAINABILITY
Stage 1 Desired Results
Transfer
Students will be able to independently use their learning to identify and examine the effects human actions
have on the environment, by exploring waste management and sustainability.
Meaning
UNDERSTANDINGS ESSENTIAL QUESTIONS
Students will understand How does the environment support the lives of people and other living
- How climate and landforms things?
influence the human How do different views about the environment influence approaches to
characteristics of places, and sustainability?
how human actions influence the How can people use environments more sustainably?
environmental characteristics of What are the effects of not living a sustainable lifestyle and how does this
places (change, environment, impact the environment and future of the human race?
place, interconnection) How does waste have an impact the environment?
- How to achieve sustainability
(environment, interconnection,
(Australian Curriculum, Assessment and Reporting Authority, 2017)
sustainability), including the
custodial responsibility of
Aboriginal and Torres Strait
Islander Peoples to their
Country/Place (interconnection,
sustainability) by examining the
use and management of
resources and waste, and views
about
2
some possible effects of
their proposed action.
(Australian Curriculum, Students will know
Assessment and 1.The importance of environments,
Reporting Authority, 2017) including natural vegetation, to animals
and people (ACHASSK088)
2.The custodial responsibility Aboriginal
and Torres Strait Islander Peoples have
for Country/Place, and how this
influences views about sustainability
(ACHASSK089)
3.The use and management of natural
resources and waste, and the different
views on how to do this sustainably
(ACHASSK090)
(Australian Curriculum, Assessment and
Reporting Authority, 2017)
Mia Bucher (S00154313) & Diana Bergeon (S00154528)
Acquisition
Students will be skilled at e
xplaining how people and their connections with their
environment can also be aesthetic, emotional and spiritual.
Investigating how knowledge and practices shared among Aboriginal and Torres
Strait Islander Peoples are linked to sustainable use of resources and environments.
Identifying some of the resources produced by the environment and where they come
from (for example, water, food and raw materials such as fibres, timber and metals
that make the things they use) and identifying renewable and nonrenewable
resources. Exploring the work of groups and organisations which manage natural
resources and/or waste. (Australian Curriculum, Assessment and Reporting
Authority, 2017)
3
 Stage 2 - Evidence
Evaluative Criteria Assessment Evidence

a) evaluating the PERFORMANCE TASK(S):

process - Students will take part in the celebration of learning, which they will display; signs, photo, mural, short films, research
that is developed over the unit. These will be a visual reminder of the students learning, that will be prominently exhibited
in their classroom and on the school's website.
- Unit wall which will display students learning growth over the course of the unit. Displayed on the unit wall will be
question, photo, terms, ideas and facts about the topic of sustainability.

<type here> OTHER EVIDENCE:

- Creating a sustainable a ction plan for the classroom, which can be broadened to the school
- Self assessment, seen in s tudent journals and p rogression passes which is a written self reflection that is conducted
throughout the unit during various lessons. This will allow for students to compare and contrast their growth of learning.
- Teachers a
necdotal notes will be conducted through 2 of the lesson, giving the teacher a individual progression
snapshot of students learning.
- A teacher graded rubric, which assess students performance of students to a range of criteria.

Stage 3 Learning Plan

Inquiry Phase CURRICULUM LINKS TEACHING & ASSESSMENT RESOURCES

(INC. CCP & GC) LEARNING
ACTIVITIES

Tuning In The importance of 1.Mystery box that 1.Self assignment: 1.Video: The importance of
environments, including contains physical objects Student journal: Forests
natural vegetation, to from a forest. They will What I know now? https://www.youtube.com/watch?v=g
then briefly discuss the deBW_Z-6ug

Mia Bucher (S00154313) & Diana Bergeon (S00154528)

4
 animals and people
(ACHASSK088)
The custodial responsibility
Aboriginal and Torres Strait
Islander Peoples have for
Country/Place, and how
this influences views about
sustainability
(ACHASSK089)
Finding Out The use and management
of natural resources and
waste, and the different
Mia Bucher (S00154313) & Diana Bergeon (S00154528)
different types of ways a
forest is used, who it might
be used by, the usefulness
of a forest to the students
(by pointing out items in
the classroom) also the
aboriginal groups and their
connection to the forest.
After a videos will be
shown, which will outline
how some different
people/animals use the
forest. Terms will then be
discussed.
2.Create a unit all that will
be a free space for
students to explore the unit
it will include: questions,
images, statements,
interest, new terms.
3.Students will watch a
video of How Uluru came
to be. There will be a class
discussion about how
Uluru came to be through
the Aboriginal perspective
and also their spiritual
connection to the
environment.
1. Students will have
previously completed for
homework: what type of
energy is used the most in
their house, sources of
What I hope to learn in this
unit? 2.Video: How Uluru came to be
What I want to learn in this http://splash.abc.net.au/home#!/medi
a/1436296/
unit ?
Further Resources:
2.Unit wall
Endangered animals:
3.Self- assessment: https://www.youtube.com/watch?v=8
Students will fill out a -lAMEgiLq8
Indigenous Groups:
progression pass:
Research Completed http://www.birdlife.org/pacic/news/vid
Topic: eo-ecological-economic-and-intrinsic
-values-forests-
1. Cite one specific source
natewa-tunuloa-important-bird
you used today
2. Explain one significant
detail
3. What I want to learn
more about and why?
1.Peer Conferencing: Weebly- Website creator
In groups of 3-4 students https://www.weebly.com/au
will compare and share
their ecological footprint:
Guiding Questions:
5
 views on how to do this
sustainably
Cross Curriculum links to
Civics and Citizenship:
Students engage in
democratic processes to
plan and carry out activities
and events at
the school or in the local
community 2.
Sorting Out The importance of 1.
environments, including
natural vegetation, to
animals and people
(ACHASSK088)
The use and management
of natural resources and
waste, and the different
views on how to do this
sustainably
(ACHASSK090)
Mia Bucher (S00154313) & Diana Bergeon (S00154528)
waste, how waste is
disposed of, are most
products at home recycled.
(Following on lesson)
Students will explore and
take notes of the school
environment by focusing
on the waste, energy and
water usage.
2. Students are able to
create a website/ poster/
newsletter/ video to
compare and contrast the
home and schools usage.
Student will create and
distribute an How
eco-friendly are you? to
the school's administrative
staff, specialist and
classroom teacher and
collate the results. As a
class, students will identify
similar issues staff face
and ways they can help
reduce it.
1.Are there any similarities
or differences?
2.What surprised you?
3. Are the action to reduce
your ecological footprint
similar or different?
2. Anecdotal Notes
Teachers will make
anecdotal notes after
reading students compare
and contrast T-chart.
3. Unit Wall
1.Self-assessment:
Students will fill out a
progression pass:
Skill
Learned Progress Pass:
1. In three sentences
summarise the
skill you have
learned about
today
2. Do you need more
instruction or
assistance about
this skill? If yes,
please explain
3. What will you do
next lesson to
progress?
2. Unit wall
6
Going Further The importance of 1.Students will calculate
environments, including their own ecological
natural vegetation, to footprint using the
animals and people Ecological Footprint
calculator. Through the use
(ACHASSK088)
of the internet or other
The use and management research materials
students will research
of natural resources and
ways to reduce their waste
waste, and the different
in their household.
views on how to do this
sustainably (follow on activity)
(ACHASSK090)
Students will then produce
their own action plan to
reduce their own ecological
footprint.
(Students have the
freedom to present their
findings through a website/
poster/ newsletter or video)
2.As a class student will
then produce an action
plan (see appendix 1) for
the whole school in order
for the whole school to
become more
environmentally friendly
and aware. Students will
include results they have
identified in their How
eco-friendly are you?
survey
Mia Bucher (S00154313) & Diana Bergeon (S00154528)
1.Self - Assessment: 1. A Ecological Footprint Calculators
Students will fill out a
progression pass: https://www.treesforlife.org.au/kids-c
Research Completed arbon-calculator
Topic:
1. Cite one specific
source you used 2. Template for action plan (see
today appendix 1)
2. Explain one
significant detail Weebly- Website creator
3. I need some help https://www.weebly.com/au
with
2.Success Criteria:
- Has the student
contributed to the
group discussion/
action plan
- Does the action
plan address all 3
elements of waste,
energy and water
- Includes how
students will
reduce waste,
water and energy
plus ways they will
implement
changes.
3. Unit wall
7
Making Connection 1.The importance of 1.(This lesson will be 1.Anecdotal Notes 2.Rubric to assess students (See
environments, including conducted a week after Teacher will make Appendix 2)
natural vegetation, to they have created their anecdotal notes after Weebly- Website creator
animals and people individual action plan) reading students journal https://www.weebly.com/au
Students will write a entries
(ACHASSK088)
reflection journal on
2.The custodial whether they have been 2.Rubric
living an environmentally Teachers will use a rubric
responsibility Aboriginal
friendly lifestyle or not to assess students (See
and Torres Strait Islander
after. Any challenges they Appendix 2) .
Peoples have for faced while implementing
Country/Place, and how or after implementing their
this influences views about action plan. Any 3.Unit wall
sustainability amendments they would
(ACHASSK089) like to make to their action
plan.
3.The use and (Students have the
management of natural freedom to add to their
resources and waste, and previous presentation their
the different views on how findings through a website/
to do this sustainably poster/ newsletter/ video to
present)
(ACHASSK090)

2.The Whole class will be

divided into four groups
and each of the four
students will be given a hat
that will label the approach
they will take to discuss the
matter around the
statement Living a
sustainable life does not
help all that much, as that's
why we have all these
resources in the first place
Labels include:
1.Focus on facts and data

Mia Bucher (S00154313) & Diana Bergeon (S00154528)

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 2.Considers both the
negative and positive sides
3.Looks for alternatives
and new solutions
4.Explores values and
benefits
(this will be recorded and
shown at the end of the
unit)

Mia Bucher (S00154313) & Diana Bergeon (S00154528)

9
Reflections and Actions The importance of
environments, including
natural vegetation, to
animals and people
(ACHASSK088)
The custodial responsibility
Aboriginal and Torres Strait
Islander Peoples have for
Country/Place, and how
this influences views about
sustainability
(ACHASSK089)
The use and management
of natural resources and
waste, and the different
views on how to do this
sustainably
(ACHASSK090)
Cross curriculum links to
English and the Arts:
Create imaginative texts
based on characters,
settings and events from
students own and other
cultures (ACELT1601)
Apply and develop their
arts knowledge by
exploring arts processes
and ways to communicate
concepts
Mia Bucher (S00154313) & Diana Bergeon (S00154528)
1.Students will recreate the 1.Peer assessment/
classroom into a museum Review and reflection:
where they will display Reflective journal, students
their learning over the unit. will reread their reflective
journal from the beginning
Teachers, students and of the unit and compare
parents will be invited to a how their knowledge and
celebration of learning understandings have
where groups of students grown since then.
will be in charge of bring
refreshments, making 2.Unit wall
tickets and posters.
3. Celebration of learning
Students will be divided
into groups:
Whole class:
Refreshments and drinks
Group 1: Tickets and
posters
Group 2: Spokespeople
(include a speech of the
unit and their learning)
Group 3: Camera Team
(will document the event)
10
Appendix 1: Action plan Template

ACTION PLAN
GOALS FOR GRADE 4

Write your goal statement here.

ACTION STEP STUDENTS DATE DATE RESOURCES DESIRED NOTES

DESCRIPTIONS RESPONSIBLE TO DUE REQUIRED OUTCOME
BEGIN

Mia Bucher (S00154313) & Diana Bergeon (S00154528)

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Appendix 2: Rubric

Mia Bucher (S00154313) & Diana Bergeon (S00154528)

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 References

ABC online education - ABC Splash. (2017). How. Retrieved 2 May 2017, from
http://splash.abc.net.au/home#!/media/1436296/
ABC online education - ABC Splash. (2017). Splash. Retrieved 2 May 2017, from
http://splash.abc.net.au/home#!/topic/1178236/sustainable-resource-use

Act Wild for Leadbeater's Possums. (2017). YouTube. Retrieved 26 April 2017, from
https://www.youtube.com/watch?v=8-lAMEgiLq8

Australian Museum. (2016). What Are The Impacts Of Climate Change. (2017). Retrieved 25 April 2017, from
https://australianmuseum.net.au/what-are-the-impacts-of-climate-change

Australian Curriculum, Assessment and Reporting Authority. (2017). Humanities and Social Science. Retrieved from
http://www.australiancurriculum.edu.au/humanities-and-social-sciences/hass/curriculum/f-10?layout=1#yl-4

Black, P. & Wiliam, D. (2010). Inside the black box: Raising standards through classroom assessment. P
hi Delta Kappan. 9
2(1), pp.
81-90.

Erickson, H. L. (2007). Chapter 1: The thinking classroom. In the Concept-based curriculum and instruction for the thinking classroom.
Heatherton: Hawker Brownlow, pp. 5-23.

Gordon, K. (2000). Inquiry Approaches in Primary Studies of Society and Environment Key Learning Area. Occasional Paper.
Queensland School Curriculum Council. Retrieved from
https://www.qcaa.qld.edu.au/downloads/.../research_qscc_sose_primary_00.docx

Joughin, G. (2010). The hidden curriculum revisited: a critical review of research into the influence of summative assessment on
learning. A
ssessment & Evaluation in Higher Education, 35(3), pp.335-345.

Mia Bucher (S00154313) & Diana Bergeon (S00154528)

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Trees For Life. (2017). Kids Carbon Calculator. Retrieved 2 May 2017, from
https://www.treesforlife.org.au/kids-carbon-calculator

Victoria State Government, Australia. (2017) Education and Training. Retrieved 4 May 2017, from
http://www.education.vic.gov.au/school/teachers/support/Pages/reviewreflect.aspx

Weebly. (2017). Weebly: Website Builder. Retrieved 4 May 2017, from

https://www.weebly.com/au

Wiggins, G., & McTighe, J. (2011). Understanding by Design Guide to Creating High-Quality Units. Alexandria: ASCD. Retrieved from
http://ebookcentral.proquest.com.ezproxy1.acu.edu.au/lib/acu/detail.action?docID=698904

Mia Bucher (S00154313) & Diana Bergeon (S00154528)

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