EEO311 Learners Living in their world Humanities

SCOPE & SEQUENCE UNIT PLANNING

Duration: 10 weeks
STUDENT NAMES: Carly Notley and Georgia Lofthouse

Humanities Perspective: Civic & Citizenship and Geography Topic: Sustainability

Key Concepts/Values
Environmental Sustainability
Ethics
Continuity and change Year Level: Year One
Big Idea: Our big idea for our overall scope and sequence plan is to develop
the students understanding of how their actions can impact the earth and
development over years.

Teaching Proposal (500 words)

Sustainability is an essential topic to consider when teaching humanities within a primary classroom. Introducing this topic in the early years of
primary school, provides a valuable benefit for the students education and additionally the local environment. The Australian Government
(2009) explains how education for sustainability has evolved over the years; more students are becoming aware of the issue and implementing
courses of actions to diminish the cause and effect. The learner is able to develop an in-depth understanding of the implications of sustainability
and is able to provide a possible influence on their familys actions. Education for sustainability in Australia has certainly evolved over the past 30
years, and is evidently being reflected in the Victorian curriculum (Australian Government, 2010). The Melbourne Declaration on Education Goals
for Young Australians (2008) articulates the importance of educating students in becoming active and informed citizens. For the students to
evolve into these citizens, they require the ability to recognise the importance of working for common good, in particular sustaining and
improving natural and social environments (p.9).

Many argue whether it is valuable to teach sustainability to young students and analyse whether it provides benefits within our society. However,
it has been analysed that educating about sustainability has lead to students contributing to a more sustainable future in terms of environmental
integrity, economic viability and adjust society for present and future generations (DSEWPC, 2010, P.4). Before all documentation was provided
regarding the implementation of sustainability within the curriculum, the Sustainable School Initiative (AuSSI) (2003) had implemented a program
with the Australian Government, Independent and Catholic schools. This program ensured that students, staff and the community where able to
implement this whole-of-school approach to improve the students learning experiences (Cutter-Mackenzie & Hoepper, 2014). The program
ensured that the community were managing the schools resources and materials, through the use of measuring the energy, waste, water,
products and materials (Cutter-Mackenzie & Hoepper, 2014). It essentially focused on building the students knowledge of the world and how
they live and possible opportunities they could create by being sustainable (Cutter-Mackenzie & Hoepper, 2014). Eventually, there was 3000
schools participating in AuSSI by 2010, and continuing to grow (Cutter-Mackenzie & Hoepper, 2014).
The Australian Government discusses the severe importance of the role that education has on improving Australias sustainability. Educators are
able to provide emphasis on knowledge, skills and values that are required of students, to ensure they have a sustainable future (Australian
Government, 2009). Education is able to motivate and encourage the students to respond to the complexity of sustainability and the issues that
they may encounter within their personal and working lives (Australian Government, 2009). Educators have the ability to equip students with the
relevant skills and capacity to motivate the students to change their sustainable practices. These skills need to be utilised to ensure the students
are able to make connections between relevant sustainable issues, which include, environmental, economic, social and political systems
(Australian Government, 2009). Educating sustainability allows the students to develop critical thinking skills, as they are able to reflect on their
personal experiences and engage within worldviews and adjust accordingly (Australian Government, 2009). This provides a valuable benefit for
their learning experiences, additionally the environmental sustainability. As educators have a substantial role in providing a sustainable future for
our students, we are able to communicate the vital concepts and principles, which will provide a valuable step to obtain a sustainable community
(Australian Government, 2009).
Learning intentions: Key concepts and skills
Key Understandings (knowledge) At the conclusion of this unit students will be able to:
At the end of this unit, students will: Track cause and effect- how the environment is
1. Develop an understanding of sustainability, and what that may look
effected by our actions
like and begin to understand reduce, reuse, and recycle method.
Problem solve- create and identify ways to
2. Understanding that resources are limited and are able to provide
implications for people.
establish and maintain a sustainable environment
Brainstorm- suggesting ideas in a group setting to
3. Motivate the students to participate in ethical practice, which
supports local issues. identify a range of issues and solutions.
4. The importance of adjusting to an evolving environment and the Use technology (and other forms of
significance of flexibility for the constant changes. communication) - to raise awareness in the school
5. Understand how the actions can affect the basic needs of future
and local community on how to act ethically
generations.
6. Develop knowledge of how people and the environment are linked, towards sustainable issues.
enabling them to think globally and act locally. Evaluate- current practices at school or home and
compare it to standard by government and other
organisations of what is means to be
environmentally friendly and sustainable.
(Thoughtful Learning 2016)
Victorian Curriculum areas covered in this inquiry unit related to Humanities
Discipline Knowledge Code Concepts /Skills Code
History
Geography Natural, managed and constructed
features of places, their location and how
they change.
Reasons why some places are special and
some places are important to people and
how they can be looked after
VCGGK068 Identify and describe the features of places at a VCGGC057
local scale and how they change, recognising
that people describe the features of places
differently
VCGGK069 VCDSTS013
Identify how people create familiar designed
solutions and consider sustainability to meet
personal and local community needs

Other learning areas & CAPABILITIES

Personal and social Use basic skills required for participation in group tasks and respond to simple questions about their contribution to group
tasks (VCPSCSO014)
Listen to others ideas, and recognise that others may see things differently (VCPSCSO012)
Ethical Explore the type of acts often considered right and those often considered wrong and the reasons why they are considered so
(VCECD002)
Critical and creative thinking Critical and creative thinking Identify, describe and use different kinds of question stems to gather information and
ideas (VCCCTQ001)
Consider personal reactions to situations or problems and how these reactions may influence thinking (VCCCTQ002)
Make simple modifications to known ideas and routine solutions to generate some different ideas and possibilities (VCCCTQ003)
Intercultural Identify and discuss cultural diversity in the school and/or community (VCICCD003)

SCOPE & SEQUENCE UNIT PLAN

When Learning intentions: Learning Experiences/ Learning processes Resources VC links/
(Weeks) Knowledge/concepts & (add image) codes
skills
Week 1-2 1. Develop an Discuss the meaning of word Identify how people
create familiar
understanding sustainability. Read 10 things I can do to designed solutions
of sustainability, help the world by Melanie Walsh (2012). and consider
and what that As a class identify the numerous ways to sustainability to
meet personal and
may look like help the world with teacher led local community
and begin to discussion, and how these actions can needs VCDSTS013
understand better our environment. Students make
reduce, reuse, their own class book of things they do to
and recycle help the world at home or school. E.g.
method. having a water tank, walking to school,
having a veggie patch, bringing no
wrappers to school.
Identify how people
Watch The Three Rs: reduce, reuse, create familiar
recycle (2009) video and have students designed solutions
play the family waste tracker game and consider
sustainability to
(Council of Boroondara 2016). Dealing meet personal and
with the recycling of products, reducing local community
the amount of waste, and ways of reusing needs VCDSTS013
Other capabilities:
household items working through the VCPSCSO012
levels of the game.
Identify how people
Children participate in a recycling centre create familiar
task. Using wrappers from school lunches, designed solutions
and consider
paper, cardboard, plastic, bottles etc. As a
sustainability to
class or small groups place items into the meet personal and
correct boxes of recyclable, landfill, local community
needs VCDSTS013
garden waste or simply separating them
into plastic, paper, metal and waste. Use
KWL chart to discuss what we know about
where rubbish goes.
Reasons why some
Have students create murals using a range places are special
of materials including reusable such as and some places
are important to
cardboard, bottle caps etc. to display a people and how
beautiful and clean environment, free of they can be looked
 pollution, degradation, litter etc. after VCGGK069
Other Capabilities:
VCPSCSO014

Week 3-4 2. Understanding Use the ecological footprint quiz (Earth Reasons why some
places are special
that resources Day Network, 2016) with the class. Discuss and some places
are limited and the different areas of food, waste, are important to
are able to pollution, electricity etc. Students can people and how
they can be looked
provide indicate areas they can improve in and after VCGGK069
implications for create action plan to do so. Students can
people. see how their ideas could make a
difference to their ecological footprint.

Read The Lorax by Dr. Seuss (1971). Ask Reasons why some
places are special
what happened to the environment? and some places
What do you think might happen if we are important to
used all our water and trees to make people and how
they can be looked
things? What ways do we use water and after VCGGK069
energy every day? What ways can we Other Capabilities:
conserve those resources? What did VCECD002
people do before appliances were
invented? Demonstrate how much water
can be lost as one student brushes their
teeth while other fill up jugs with water.
Use all that water on the school garden Reasons why some
(Atkinson 2016, para. 6). places are special
and some places
are important to
Ask an Indigenous member of the people and how
community to discuss with the class the they can be looked
after VCGGK069
traditional ways of treating and using the Identify and
land. Using the video Dreamtime Stories- describe the
Tiddalick the Frog (2012) as an example, features of places at
a local scale and
have the students create their own how they change,
sustainability based (involving pollution, recognising that
litter, land clearing, water or energy people describe the
features of places
conservation) dreamtime stories to share differently
involving the implications for those in the VCGGC057
 story. (could be shown at assembly) Other Capabilities:
VCICCD003

Visit a local area that has been polluted or

cleared by people and using photos Natural, managed
and constructed
compare that to an area that is well taken features of places,
care of and healthy. Using a Y chart their location and
students describe what each place looks how they change.
VCGGK068
like, feels like, sounds like and how each
area has an impact on the community.
Week 5-6 3. Motivate the Students go out into the yard as Reasons why some
places are special
students to detectives to investigate the local and some places
participate in environment, identifying areas they think are important to
ethical practice, show lack sustainable practices, or people and how
they can be looked
which supports practices that could be improved. E.g. too after VCGGK069
local issues. much litter and where is the most litter is, Other Capabilities:
how could litter be used in another way, VCECD002
VCPSCSO014
what age group might be most
responsible, what rules are there about
litter etc. Students can map out or draw
their ideal sustainable school. (A month or
two later could compare amount of litter
in same area to see if any difference)
Identify how people
create familiar
An incursion run by the Wild Action group designed solutions
(2016) looking at Australian animals and and consider
sustainability to
those that are endangered. After the meet personal and
sessions students can research and create local community
plays on specific animals from their needs
VCDSTS013
perspective. Depicting life before humans Other Capabilities:
came along and now in the present with VCPSCSO014
loss of habitat, food sources, being hunted
etc. Discuss how can we help these Identify how people
animals? create familiar
designed solutions
and consider
Demonstrate making your own compost sustainability to
with students in a small bag (Lou 2015), meet personal and
 and as a class come up with tutorial on local community
needs
how to teach others how to do VCDSTS013
composting at home, and what benefits it
has. Identify how people
create familiar
designed solutions
Investigate the Stephanie Alexander and consider
Kitchen Garden Program (2016) discuss sustainability to
meet personal and
the ethics behind the program, how to local community
grow own food, and how the system could needs VCDSTS013
run if set up at school.

As a class create a consequence wheel Identify how people

(Green Cross Australia 2016, p. 18). Pick create familiar
designed solutions
one of the areas discussed across the six and consider
weeks e.g. endangered animals, using up sustainability to
all natural resources, litter etc. Discuss meet personal and
local community
and write the immediate consequences of needs VCDSTS013
that topic in a circle, then progress to Other Capabilities:
consequences that follow on from those VCPSCSO012
VCPSCSO014
and so on. After each circle is drawn VCECD002
discuss who agrees and disagrees, who
gains and loses, would other people do it
differently? Display this chart in the room.
Week 7-8 4. The importance In celebrating National Tree Day, students Reasons why some
places are special and
of adjusting to can plan and plant trees in the school yard some places are
an evolving important to people
or surrounding areas that will remain and how they can be
environment green areas (Planet Ark 2014) e.g. not looked after
and the VCGGK069
somewhere that is destined to be a Identify how people
significance of carpark. create familiar
flexibility for the designed solutions
and consider
constant sustainability to meet
changes. Have the incursion the Future Spark personal and local
community needs
School Energy Challenge (2015), showing VCDSTS013
some different solutions to the
Identify how people
environment issues. Students can build or create familiar
visually create a brand new invention to designed solutions
 solve some area of sustainability issues and consider
sustainability to
that involves changing peoples actions to meet personal and
make a difference. local community
needs VCDSTS013

Students create a campaign (speech, Natural, managed

poster, video etc.) they could present to and constructed
the teacher, principal or a community features of places,
their location and
member to help convince them to support how they change.
their ideas, on actions to take to make the VCGGK068
school more sustainable. Students can Reasons why some
places are special
discuss what actions made the school not and some places
sustainable in the first place. E.g. people are important to
leaving their wrappers in the yard, so people and how
they can be looked
there should be proper recycling and after VCGGK069
waste bins in the school, or wrapper free Other Capabilites:
days at school. VCECD002

Identify how people

create familiar
designed solutions
The students can explore outside as they and consider
perform a match up game. Students are sustainability to
given scenarios and clues about different meet personal and
local community
sustainable issues, such as water, energy needs VCDSTS013
consumption etc. With these scenarios Natural, managed
they must think about what would be and constructed
features of places,
some of the best actions to combat the their location and
changing environment. They then need to how they change.
find one of the appropriate responses to VCGGK068
Other Capabilities:
lead them to the next scenario. VCPSCSO012
Week 9-10 5. Understand Watch Behind the News clip about Reasons why some
places are special
how actions can orangutans. Discuss the economic reasons and some places
affect the needs why the land in being cleared in these are important to
of future areas. Students will write a letter to people and how
they can be looked
generations. someone 30 years ago describing what the after VCGGK069
world is like now, and why things should Natural, managed
be changed before its too late. and constructed
features of places,
their location and
how they change.
VCGGK068
Other Capabilities:
Using photos from the internet look at the VCECD002
local area from when no one lived there to
the present. Describe the changes and if Identify and
describe the
they have been man constructed, or features of places at
changed by nature. Students predict what a local scale and
the future may look like and what actions how they change,
recognising that
they can take to help the next generation. people describe the
features of places
differently
VCGGC057
Show world population history (2016)
site indicating world population growth
and pointing out key points in history.
Natural, managed
Children can build a 3D condensed version and constructed
of the world using cardboard and other features of places,
materials. The task showing how we are their location and
how they change.
losing natural places to man-made VCGGK068
constructed places. Building things like
having, offices, park, forest, lakes, and the
limited natural resources. Ask students
how we will we sustain a future when by Natural, managed
2055 the population is expected to be 9 and constructed
billion? features of places,
their location and
how they change.
Students investigate into organisations VCGGK068
that are trying to help the environment in Reasons why some
places are special
some way (Government, not for profit and some places
 organisations etc.). Students pick one to are important to
people and how
report to the class about on how they are they can be looked
trying to keep our planet healthy for after VCGGK069
future generations of people and animals. Identify how people
create familiar
designed solutions
and consider
sustainability to
meet personal and
local community
needs VCDSTS013
Other Capabilites:
VCECD002

Week 11- 6. Develop Visit botanical garden and using camera Identify and
describe the
12 knowledge of allows students to take photos of anything features of places at
how people and they think is important. Students can use a local scale and
the those photos to create a map of the how they change,
recognising that
environment garden, and pretending they are a guide people describe the
are linked, to take others on a tour and point out features of places
enabling them sustainable features. Students will point differently
VCGGC057
to think globally out natural and man-made areas, the Reasons why some
and act locally. benefits of the garden to the community, places are special
the sustainable and not so sustainable and some places
are important to
features of the park, and how they can people and how
improve the garden. they can be looked
after VCGGK069
Other Capabilities:
VCPSCSO014
Watch Great Pacific Garbage Patch
(2013) and students will develop an action Identify how people
create familiar
plan to respond to the issue. Using the designed solutions
knowledge from the past weeks, students and consider
will assume the role of government sustainability to
meet personal and
figures who need to do something about local community
the waste by working in local needs VCDSTS013
communities. Students will work together Other Capabilities:
VCECD002
to pick a topic in the school or wider VCPSCSO014
community that needs to change through
peoples action and develop a campaign
 to voice their ideas. Could lead into a
debate, if students disagree with
proposed actions.

Students discuss items in the classroom Identify and

and where item is made, how it got the describe the
classroom, how long will you use the item, features of places at
a local scale and
what will happen to it once its no longer how they change,
needed etc. Discuss the life cycle of these recognising that
items and create a timeline of production, people describe the
features of places
consumption and disposal of the item. differently
Based on that timeline, students can make VCGGC057
a Venn diagram about how the Identify how people
create familiar
environment, people and money overlap designed solutions
with these items (the good and bad and consider
results from it). sustainability to
meet personal and
local community
Watch Lost Generation (2007)and as a needs VCDSTS013
class create own story about humans
impact on the environment that can be
acted out with characters and animals. To Identify how people
be shown at assembly. create familiar
designed solutions
and consider
sustainability to
meet personal and
local community
needs VCDSTS013
Natural, managed
and constructed
features of places,
their location and
how they change.
VCGGK068
Reasons why some
places are special
and some places
are important to
people and how
they can be looked
after VCGGK069
 Other Capabilities:
VCPSCSO012

Bibliography: (Include references AND sources of images)

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