Tuning in: Finding out: Sorting out: Going further: Making Taking action:

connections:
 Students find out  Research how and  Record and  Students work in  Compare results  Design an eco-
INTEGRATED
the size of their INQUIRY PLANNING
why plants and OVERVIEW interpret the groups and create with others in the friendly classroom. 1
Carbon Footprint. trees are so results from the a recycling/eco- class of the paper What would it look
ACELA1470, important to class/school waste friendly activity plane flying like? Make a model
ACHASSK051, human life audit. ACELY1673, that can be competition. using recycled
ACHASSK046,  Using everyday WAHASS16, implemented  Research the materials or ICT
WAHASS17, waste/recyclable WAHASS17, across the school potential dangers  Design and
WAHASS21, items to WAHASS18,  Design and to the habitat of construct a paper
ACSSU032, investigate the WAHASS20, construct a paper one of the animals plane that is both
ACSIS041, different features WAHASS21, plane that is from the text ecological and
ACTDEK004, of three- WAHASS23, ecological and  Write an efficient
WATPPS11, dimensional WAHASS25, efficient instructional piece  Design and build a
ACTDEK001, shapes AMSP049,  Construct a model explaining how to school vegetable
ACTDEK003  Complete a AMSP048, of the habitat of make recycled patch with the
 Think-See-Feel- class/school waste AMSP050, one of the animals paper assistance of
Wonder model audit. ACSIS037, from the text  Investigate parents/carers
responding to ACHASSK051, ACSIS038,  Create a Zero whether the  Plan and present
different images WAHASS14, ACSIS039, Waste to Go Kit creation of paper is an information
and videos WAHASS16, ACSIS040,  Create puppets sustainable. Come evening to parents
displaying different WAHASS17, ACSIS041, using only up with some persuading them
environmental WAHASS18, ACSIS042, sustainable items. alternative. to be more
problems. WAHASS20, WATPPS14, These puppets can  Compare results sustainable: Come
 Brainstorm things WAHASS21, ACTOP003 then be used to tell with other planes. up with ideas for
people can do to WAHASS23,  Analyse the growth the story of the Discuss why change that can be
live sustainably. ACMSP049, of a number of text, or perform a certain planes had implemented at
What do students ACMSP048, different plants. short play showing better results home
already know/do? ACMSP050, WAHASS20, the importance of  Go on an excursion  Implement this
ACELA1470, ACSHE034, WAHASS21, sustainable living to Sculptures by recycling/eco-
WAHASS13, ACSIS037, WAHASS23,  Design and build a the Sea and think friendly idea within
WAHASS14, ACSIS038, WAHASS25, music instruments about how recycled the
ACSIS037, ACSIS039, AMSP049, using everyday and eco-friendly classroom/school
ACTDEK001, ACSIS40, ACSIS41, AMSP048, household items as materials are being  Present an
ACDEK004 ACSIS042, AMSP050, well as recyclable used within Art assembly item
 Read text to ACTDEK003 ACSIS039, materials.  Investigate showing the
children once.  Investigate the ACSIS040,  Students choose different brands importance of
Reread the text positives of ACSIS041, one of the using apps such as living sustainably.
with students compost and ACSIS042 problems GoodForYou, and  Create an
writing down on create a sandwich  Create a PicCollage discussed and create a PMI chart advertisement that
sticky notes any bag compost showing the come up with a  Writing answers on promotes
words they don’t ACELA1470, habitat of one of solution that can the leaves of the sustainability, and
understand. ACELY1666, the animals from
*Activities highlighted in yellow are the activities planning on being completed between weeks 1-3. All curriculum points have been highlight according includes
be implemented Question Tree ways
to the learning area.
ACELA1470, ACSSU031, the text within the school using students’ people can make
 Create a definition ACSSU032,  Identify the ways i.e. recycled school knowledge changes in their
in own words for ACSHE035, humans manage uniforms  Observe and everyday life