Course Notes - Sustainability Through Science

Sustainability through
Science Program
Course notes
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How can PrimaryConnections support you
to integrate the AusVELS cross-curriculum
priority of Sustainability into the teaching
and learning of science?
Quality teacher resources

Easy to use
Inquiry-based learning
Embedded assessments
Student-planned investigations
Curriculum links to Science, Mathematics, English, History,
Health & Physical Education and ICT
Alignment with the Australian Curriculum: Science and thus
AusVELS
Sustainability cross-curriculum opportunities in most units
www.primaryconnections.org.au
2 PrimaryConnections: Sustainability through Science Program Copyright Australian Academy of Science 2014.

PrimaryConnections is an innovative program knowledge, understanding, skills, values and world-
developed by the Australian Academy of Science, views in the content descriptions and elaborations of
which links the teaching of science with the teaching AusVELS.
of literacy in primary schools. The program provides
In PrimaryConnections, sustainability is integrated
quality curriculum resources and a professional
into the Science Understandings, Science Inquiry
learning program.
Skills or Science as a Human Endeavour content
PrimaryConnections focuses on developing descriptions and is reflected in the Alignment with
students knowledge, understanding and skills in the Australian Curriculum: Science table for each
both science and literacy. unit. A sustainability statement for the unit is
provided to bring focus to the particular elements of
Key features:
sustainability appropriate to the science concepts of
Inquiry and investigativeapproach the unit.
Comprehensive professional learning program Will PrimaryConnections write specific units about
Award-winning curriculum resources linking sustainability that span the four science strands?
science with literacy There are future plans to write units focussing on
Research and evaluation program sustainability. In the meantime, any
PrimaryConnections unit can be used to build
knowledge, understandings, skills, values and
Frequently Asked world-views about sustainability specific to the key
Questions concept of the unit. Teachers might choose to
extend the focus of sustainability by incorporating
How can I use PrimaryConnections curriculum further sustainability activities or projects linked to the
units to integrate the cross-curriculum priority science concept being taught.
of sustainability?
The 31 PrimaryConnections units cover the science
outcomes of the Australian Curriculum: Science and
thus AusVELS for the strands: Biological sciences,
Chemical sciences, Physical sciences and Earth and
space sciences. The sustainability priority addresses
the ongoing capacity of the Earth to maintain all life.
A set of organising ideas reflects the essential
Copyright Australian Academy of Science 2014. PrimaryConnections: Sustainability through Science Program 3

Venn diagram
Science Maths
Sustainability

Notes

P3T (Paper, Passing, Purpose Tool)
Purpose
A group technique for producing a succinct statement on an issue.
Process
Divide the participants into small groups.
Distribute a sheet of paper to each participant.
Allow each participant 510 minutes to write a statement about the issue under
consideration. No names are required on the sheets.
Ask participants to pass their statements anticlockwise. Each participant then
reads the statement and underlines significant words or phrases. This is done
without discussion.
This process is repeated until each participant has read every statement and underlined
key words and phrases. Some words and phrases may be underlined several times.
A recorder then writes all underlined words and phrases on a flip chart, whiteboard
or large sheet of paper, prioritising the words and phrases as shown by the number
of underlines.
The small group then creates a statement that all participants agree on.
A consensogram could be used to confirm the level of agreement.
Product
The product of this process is a clear, agreed statement created through a shared process.
PrimaryConnections examples
Create a purpose statement for the implementation of PrimaryConnections in
your school.
Create a purpose statement that summarises the meaning of sustainability.
Reference
Langford, David (2003). Tool Time, Choosing and Implementing Quality Improvement Tools. USA: Langford International Inc.

Sustainability
My statement about sustainability
Common themes about sustainability

Fishbone diagram
Purpose
A cause and effect planning tool that helps to clarify the possible causes of an effect. This
tool is often used when seeking to identify the root causes of a specific problem or issue.
Process
Ask participants to consider a current problem, issue or effect.
Draw a large fishbone diagram on a chart with a box at one end and a backbone from
the box to the other end of the chart.
Write a succinct description of the problem, issue or effect in the box at one end of
the backbone.
Brainstorm on separate sticky notes all the possible causes of the problem, issue or
effect. Group these causes into like categories and give the category a brief description.
These categories describe major causes of the effect.
Draw side bones at an angle connecting them to the backbone. The number of side
bones depends on the number of categories you have brainstormed. Draw a box at the
end of each side bone and write the major cause description in the box. Six to eight side
bones are usual.
Arrange the sticky notes around each side bone, showing examples of minor causes
contributing to the major cause.
Identify the root causes of the problem, issue or effect. This could be done by collecting
data or by the system knowledge of the participants. Multi-voting could be used to
identify the root or most important causes.
Product
The fishbone diagram allows a group to analyse the possible causes of an effect, group
them into major cause categories and identify the root causes. The chart provides a visual
display from which next steps can be decided. Putting effort into improving the root causes
of a problem, issue or effect often helps to resolve other issues as well.
Implementing the 5Es model poorly.
Problems associated with teaching and learning sustainability in primary school.
Reference
Langford, David (2003). Tool Time: Choosing and Implementing Quality Improvement Tools. Fishbone Diagram

Fishbone diagram

AusVELS Sustainability
Sustainability addresses the ongoing capacity of Earth to maintain all life.
Sustainable patterns of living meet the needs of the present without compromising the
ability of future generations to meet their needs. Actions to improve sustainability are both
individual and collective endeavours shared across local and global communities. They
necessitate a renewed and balanced approach to the way humans interact with each other
and the environment.
Education for sustainability develops the knowledge, skills, values and world views necessary
for people to act in ways that contribute to more sustainable patterns of living. It enables
individuals and communities to reflect on ways of interpreting and engaging with the world.
Sustainability education is future-orientated, focusing on protecting environments and
creating a more ecologically and socially just world through informed action. Actions that
support more sustainable patterns of living require consideration of environmental, social,
cultural and economic systems and their interdependence.
For each cross-curriculum priority, a set of organising ideas reflects the essential knowledge,
understandings and skills for the priority. The organising ideas are embedded in the content
descriptions and elaborations of each learning area as appropriate.
Sustainability
In AusVELS Science the priority of sustainability provides authentic contexts for
exploring, investigating and understanding Chemical, Biological, Physical and Earth
and space systems.
AusVELS Science explores a wide range of systems that operate at different time
and spatial scales. By investigating the relationships between systems and system
components and how systems respond to change, students develop an appreciation
for the interconnectedness of Earths biosphere, geosphere, hydrosphere and
atmosphere, relationships including cycles and cause and effect are explored, and
students develop observation and analysis skills to examine these relationships in the
world around them.
In this learning area, students appreciate that science provides the basis for
decision-making in many areas of society and that these decisions can impact on the
Earth system. They understand the importance of using science to predict possible
effects of human and other activity and to develop management plans or alternative
technologies that minimise these effects.

Code Organising ideas
Systems
OI.1 The biosphere is a dynamic system providing conditions that sustain life on
Earth.
OI.2 All life forms, including human life, are connected through ecosystems on
which they depend for their wellbeing and survival.
OI.3 Sustainable patterns of living rely on the interdependence of healthy social,

economic and ecological systems.
World views
OI.4 World views that recognise the dependence of living things on healthy
ecosystems, and value diversity and social justice are essential for achieving
sustainability.
OI.5 World views are formed by experiences at personal, local, national and global
levels, and are linked to individual and community actions for sustainability.
Futures
OI.6 The sustainability of ecological, social and economic systems is achieved

through informed individual and community action that values local and global
equity and fairness across generations into the future.
OI.7 Actions for a more sustainable future reflect values of care, respect and
responsibility, and require us to explore and understand environments.
OI.8 Designing action for sustainability requires an evaluation of past practices,

the assessment of scientific and technological developments, and balanced
judgments based on projected future economic, social and environmental
impacts.
OI.9 Sustainable futures result from actions designed to preserve and/or restore the
quality and uniqueness of environments.

Sustainability ideas
Similarities Differences

Curriculum unit checklist
Feature Check
Cover: title, strand, year level, website address
Science Background CDnow loaded on website
Contents
Introductory information
Unit at a glance
Key concept for the unit
Alignment to the Australian Curriculum: Science, Maths, English
Australian Curriculum general capabilities
Australian Curriculum cross-curriculum priorities especially Sustainability
Teacher background informationintroduction for the unit
5Es phase tabs
Teacher background informationper lesson
Key lesson outcomes, science and literacy
Lesson steps including Optional steps
Equipment and preparation in lesson steps
Curriculum links
Literacy focus in lessons
Assessment focus in lesson steps
Resource sheets per lesson
Multiple lessons for 5Es phases
Appendix, how tos
Appendix, equipment list
Appendix, unit overview

PrimaryConnections unit __________________________________
Summary of the sustainability focus of the unit
PrimaryConnections notes

Notes

Fully aligned with the Australian Curriculum: Science
Earth and space
Yr Biological sciences Chemical sciences Physical sciences
sciences
Staying alive Whats it made of? Weather in my world On the move
Schoolyard safari Spot the difference Up, down and all around Look! Listen!
Watch it grow!* All mixed up Water works Push-pull
Feathers, fur or leaves?** Melting moments Night and day Heating up
Plants in Friends or Material Package it

action foes? world better Beneath our feet Smooth moves
Desert survivors Whats the matter? Earths place in space Light shows
Marvellous Its Essential

micro-organisms Change detectives Earthquake explorers electrifying energy
*Student cards available, Teacher cards available

**Interactive Resource CD available, Student Living things cards available, Teacher Living things cards available

Fully aligned with the Australian Curriculum: Science
Earth and space
Yr Biological sciences Chemical sciences Physical sciences
sciences
Staying alive Whats it made of? Weather in my world On the move
(ACSSU002) (ACSSU003) (ACSSU004) (ACSSU005)
Living things have basic Objects are made of Daily and seasonal The way objects move
F needs, including food materials that have changes in our depends on a variety of
and water. observable properties. environment, including the factors, including their size
weather, affect and shape.
everyday life.
Schoolyard safari Spot the difference Up, down and all Look! Listen!
(ACSSU017/211) (ACSSU018) around (ACSSU020)
Living things have a variety Everyday materials can be (ACSSU019) Light and sound are
1 of external features. physically changed in a Observable changes produced by a range of
Living things live in variety of ways. occur in the sky and sources and can be
different places where landscape. sensed.
their needs are met.
Watch it grow All mixed up Water works Push-pull

Living things grow, change Different materials can Earths resources, A push or a pull affects
2 and have offspring similar be combined, including including water, are used how an object moves
to themselves. by mixing, for a in a variety of ways. or changes shape.
particular purpose.
Feathers, fur or leaves? Melting moments Night and day Heating up

Living things can be A change of state Earths rotation on its axis Heat can be produced in
3 grouped on the basis of between solid and liquid causes regular changes, many ways and can move
observable features and can be caused by adding including night and day. from one object to
can be distinguished from or removing heat. another.
non-living things.
Plants in action/ Material world/ Beneath our feet Smooth moves

Friends or foes? Package it better (ACSSU075) (ACSSU076)
(ACSSU072/073) (ACSSU074) Earths surface changes Forces can be exerted
Living things have life Natural and processed over time as a result of by one object on another
cycles. materials have a range of natural processes and through direct contact
4 physical properties; these human activity. or from a distance.
Living things, including
plants and animals, properties can influence
depend on each other their use.
and the environment to
survive.
Desert survivors Whats the matter? Earths place in space Light shows
Living things have Solids, liquids and gases The Earth is part of a Light from a source forms
5 structural features and have different observable system of planets orbiting shadows and can be
adaptations that help properties and behave in around a star (the sun). absorbed, reflected
them to survive in their different ways. and refracted.
environment.
Marvellous Change detectives Earthquake explorers Its electrifying/

micro-organisms (ACSSU095) (ACSSU096) Essential energy
(ACSSU094) Changes to materials can Sudden geological (ACSSU097/219)
The growth and survival of be reversible, such as changes or extreme Electrical circuits provide a
6 living things are affected melting, freezing, weather conditions can means of transferring and
by the physical conditions evaporating; or irreversible, affect Earths surface. transforming electricity.
of their environment. such as burning and Energy from a variety
rusting. of sources can be used
to generate electricty.
All the material in this table is sourced from the Australian Curriculum.

Curriculum unit jigsaw
Unit title_________________________________
Phase Science activities Maths activities
ENGAGE
EXPLORE
EXPLAIN
ELABORATE
EVALUATE

Literacy focuses/ Sustainability Sustainability
practices activities opportunities

ResourceSmart Schools Framework
Why participate?
Curriculum
Completing modules

Certification process
Who is involved?
History

Sustainability activity planner
PrimaryConnections unit title:
Strand: Year:
5Es phase: Lesson:
The proposed activity contributes to developing sustainability knowledge,
understandings, skills, values or world-views by:
Detail of suggested activity:
To which module of the ResourceSmart Schools Framework does this activity link?

Learning scale
Purpose
A tool to enable participants to focus on determining the level to which the issues,
suggestions or solutions being discussed contribute to learning.
Process
Pre-prepare a scale on a large sheet of paper with titles at the two extremes.
Make sure the scale is displayed with even increments.
Title 1: Triumph ... exceptional learning
Title 2: Disaster ... no learning
Make an arrow from contrasting cardboard with blu-tack on the back to enable easy
movement and placement on the scale.
Display the learning scale on a convenient wall or board within view of
all participants.
When appropriate, ask participants to evaluate and estimate where the current
suggestion or solution should be placed on the learning scale.
Product
The learning scale provides a simple but powerful way of focusing attention on the
issues, suggestions and solutions of the current discussion in terms of their contribution
to learning. It assists the facilitator to keep participants on track if they have strayed
from the purpose of the session or to periodically evaluate the content of the learning
session.
Use the scale when discussing issues, suggestions or solutions to:
Plan the scope and sequence of PrimaryConnections units across a year level
Implement the PrimaryConnections 5Es teaching and learning model
Plan appropriate sustainability activities linked to key science concepts.
Reference
Rostron, Louise (2012). Workshop: PrimaryConnections, the Australian Curricum: Science and student achievement

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Course Notes - Sustainability Through Science

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Sustainability through

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Quality teacher resources

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My statement about sustainability

Common themes about sustainability

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Sustainability addresses the ongoing capacity of Earth to maintain all life.

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OI.3 Sustainable patterns of living rely on the interdependence of healthy social,

OI.6 The sustainability of ecological, social and economic systems is achieved

OI.8 Designing action for sustainability requires an evaluation of past practices,

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Cover: title, strand, year level, website address

Science Background CDnow loaded on website

Key concept for the unit

Alignment to the Australian Curriculum: Science, Maths, English

Australian Curriculum general capabilities

Australian Curriculum cross-curriculum priorities especially Sustainability

Teacher background informationintroduction for the unit

5Es phase tabs

Teacher background informationper lesson

Key lesson outcomes, science and literacy

Lesson steps including Optional steps

Equipment and preparation in lesson steps

Literacy focus in lessons

Assessment focus in lesson steps

Resource sheets per lesson

Multiple lessons for 5Es phases

Appendix, how tos

Appendix, equipment list

Appendix, unit overview

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Summary of the sustainability focus of the unit

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Staying alive Whats it made of? Weather in my world On the move

Watch it grow!* All mixed up Water works Push-pull

Feathers, fur or leaves?** Melting moments Night and day Heating up

Plants in Friends or Material Package it

Marvellous Its Essential

*Student cards available, Teacher cards available

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Watch it grow All mixed up Water works Push-pull

Feathers, fur or leaves? Melting moments Night and day Heating up

Plants in action/ Material world/ Beneath our feet Smooth moves

Marvellous Change detectives Earthquake explorers Its electrifying/

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Phase Science activities Maths activities

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Detail of suggested activity:

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