EEO410 Learners learning about and for their world Human Disciplines

Inquiry Unit on Sustainability Year Level: 5/6 Duration: 10 weeks (1 school term)
UNIT TITLE: Sustainability: Now and in the Future Sustainability - Pink
Your names: Sebastian Britton and Tim Langley
INQUIRY FOCUS STATEMENT
Within this unit students will be investigating our world, and the way in which we as a society have an effect on its
health both at present and within the future.

INQUIRY FOCUS QUESTIONS

What is the impact of humanity on sustainability both now and in the future?
What can we do to lessen the negative impact humanity has on the world around it?

CONCEPTS SESSION FOCUS UNDERSTANDINGS KEY SKILLS

These concepts are At the end of this unit, students will understand: Throughout this unit, students will have
developed through this unit 1. The importance to prioritise sustainability as a developed these skills (with example)
Continuity & Change society for today and into the future.
Resources 2. The current state of both natural, human and capital Analyse the current status of
resources and how we can sustain them in the future
Urbanisation natural, capital and human
3. Identifying causes of greenhouse gases and the
Infrastructure benefits of implementing renewable energy sources resources and forecast potential
Waste Management moving head. risks/ scenarios in the
Economical Transport 4. Examining the potential job opportunities that will foreseeable future
exist in the future and how it differs to those of today.
Jobs of the Future 5. Analyzing waste management procedures and how
Identify job opportunities in the
Sustainability they benefit the environment moving forward. present and predict potential
Carbon Emissions 6. Understanding and creating different forms of future jobs
Renewable Energy transport and how we can make transport more Construct and Analyse both
sustainable.
current and future waste
management methods and
procedures
Describe economical transport
and Create a variety of different
environmentally friendly transport

SUMMATIVE ASSESSMENT
Sustainable City Building: This task has been
created so that teachers are able to assess student
understanding of the concepts covered in the unit.
Each sustainable city will need to include a range of
structures that cover each concept. Students will
also need to explain what the structures are and
how they make the city more sustainable.
KWL Chart: Students will fill in the learn section of
their KWL chart, enabling students to self-assess
whilst also giving teachers a good idea about
individual student understanding.
TEACHING PROPOSAL (700-800 words)
Drawing on READINGS AND WEEKLY LECTURES explain:
Why use inquiry pedagogy?
Why is your inquiry focus statement important?
How does the Melbourne Declaration and Victorian Curriculum Humanities fit with your selected unit?
(you may also include further reading to enhance this proposal)
vehicles
Explain and Describe
sustainability as well as its
importance both now and in the
future
Identify causes of greenhouse
gas and the methods we can use
to reduce these emissions
FORMATIVE ASSESSMENT
Presentations: Tasks involving presentations (job
interview, role play, group poster presentations, etc)
enable us to assess student understanding of
individual concepts throughout the unit.
Edmodo Uploads: Teachers will be able to assess
student understanding during the unit through the
use of Edmodo.
Within this unit students will be focusing on sustainability, environmental preservation (primarily human), and resource management both in
the present and the future. Students will be involved in investigating into resources (human, capital and natural) and the way they are used
within our society, current waste management strategies whilst identifying potential risks looking ahead, environmentally friendly transport
means and begin to delve into business and economics, in particular looking at current and future job opportunities and needs. This unit will
be implemented over ten weeks has been designed to cover concepts pertaining to both the present and future. Students will gain an
understanding of these concepts by undertaking a range of practical activities that will involve both group and individual parts. These
activities will make use of a range of educational videos (eg. Our Future), games (eg. Tip the Tank) and creative projects (eg. Recycled
Material Diorama) that have been designed to promote student engagement and increase student motivation.

Our unit covers multiple aspects of the Victorian curriculum (2016) , focusing particularly on the Economics and Business strand of the
Humanities curriculum in levels 5 and 6. The outcomes for the unit will help develop the students to achieve certain progression points
such as Identify types of resources (natural, human, capital) and explore the ways societies use them in order to satisfy the needs and
wants of present and future generations (VCEBR003) and also investigate the influences on the ways people work and explore factors
affecting work now and into the future (VCEBW008). Our aim is for the students to investigative the proposed concepts in an inquiry-based
approach and link them with real world experiences and events, whilst practising problem solving, researching and interpreting new
knowledge in a variety of responses thus building upon their skills for potential real world problems the future generation may face. It also
provides a strong cross-curriculum priority focus especially on sustainability in which it aims to build upon students values and worldviews
necessary to contribute to more sustainable patterns of living (ACARA, 2016). Student understanding will be measured by various forms of
diagnostic, formative and a summative assessment that will be conducted throughout the course of the unit. The diagnostic assessment
task will be conducted as a KWL style collaborative poster in which students prior knowledge and what they want to learn is recorded.
Formative assessment types will consist of teacher observations and various samples of work from the lessons including both individual
and group published workpieces (eg. Job Application and Group poster presentations). The summative assessment task will involve
students (in a paired group) building a sustainable city whilst addressing key concepts from the previous weeks , helping assess individual
student understanding of the unit as a whole whilst the KWL poster from the beginning of the unit will be also completed at the end of the
unit, forming another type of summative assessment piece.

As educators , it is our role and responsibility to prepare children for the world they will enter after they finish their schooling. Teaching
humanities provides the foundations for students to apply themselves in an active learning environment, becoming investigators and
problem solvers. Kate Harvie (2017) implores in her lecture that we teach humanities using rich, meaningful and rigorous lessons. This is
something we have tried to emulate in our unit of work by including a vast range of engaging and exciting activities. These activities range
from whole class, small group and individual approaches. This provides the student with multiple avenues in which they approach the
learning and as Gilbert and Hoepper state that students should only investigate as individuals, but As students become more mature, they
will certainly develop increased proficiency in all stages of inquiry and increasing confidence in working in self-managed ways, both
individually and collaboratively. (2013) The concepts and learning intentions that portrayed throughout our activities in our unit are aimed
to establish meaningful and vivid links to potential real-world issues. Tudball and Gordon (2013) touch on this theory in which they state
utilising current events and experiences in learning to help create an active learning environment helping to build bridges for students
between the prior knowledge and new learning. From our experiences, students being able to relate from personal experiences to what
they are learning about can have a truly positive effect on the success of learning and we believe we have designed our unit of work to
achieve the most out of our students in a fun and engaging learning environment.
References:

Gilbert, R & Hoepper, B 2013, Teaching Humanities and Social Sciences: History, Geography, Economics and
Citizenship in the Australian Curriculum, 5th edn, Cengage Learning Australia, Melbourne.

Harvie, K Deakin University, EEO410 Lecture 5, retrieved 11 May 2017,

<https://d2l.deakin.edu.au/d2l/le/content/543698/viewContent/3327804/View>.

Victorian Curriculum 2016, The Victorian Curriculum F10, Victorian Curriculum and Assessment Authority, retrieved 7
May 2017, <http://victoriancurriculum.vcaa.vic.edu.au>.

Victorian Curriculum HUMANITIES areas covered in this inquiry unit

(leave blank if not appropriate to your unit)

HISTORY
Historical Concepts & Skills Content Descriptions
VC code
Chronology

Historical sources as evidence 1. Describe perspectives and identify ideas, beliefs and values of people and groups in (VCHHC084)
the past
Continuity & change

Cause & effect

Historical significance

Historical Knowledge Content Descriptions

VC code
Community, remembrance and
celebrations (3/4)
First Contacts (3/4)

The Australian Colonies (5/6)

Australia as a nation (5/6)

GEOGRAPHY
Geographical concepts & skills
Content Descriptions VC code
Place, space & interconnection

Data & information

Geographical knowledge
Content Descriptions VC code
Diversity and significance of places and
environments (3/4)

Factors that shape places and influence 1. Environmental and human influences on the location and characteristics of places (VCGGK096)
interconnections (5/6) and the management of spaces within them
2. Impacts of bushfires or floods on environments and communities, and how people (VCGGK095)
can respond
ECONOMICS & BUSINESS (5/6) Content Descriptions
VC code
Resource Allocation and Making
Choices
Consumer and Financial Literacy
The Business Environment
Work and Work futures
Enterprising Behaviours and
Capabilities
Economic and Business Reasoning and
Interpretation
CIVICS & CITIZENSHIP
Content Descriptions
Government and Democracy
Laws and Citizens
Citizenship, Diversity and Identity
1. Describe the difference between needs and wants and explain why choices need to (VCEBR001)
be made (VCEBR002)
2. Explore the concept of opportunity cost and explain how it involves choices about
(VCEBR003)
the alternative use of limited resources and the need to consider trade-offs
3. Identify types of resources (natural, human, capital) and explore the ways societies
use them in order to satisfy the needs and wants of present and future generations
1. Consider the effect that the consumer and financial decisions of individuals may have (VCEBC005)
on themselves, their family, the broader community and the natural, economic and
business environment
1. Explore the nature and meaning of work and why individuals choose to participate in (VCEBW007)
work (VCEBW008)
2. Investigate the influences on the ways people work and explore factors affecting
work now and into the future
VC code
1. Investigate how people with shared beliefs and values work together to achieve their goals and (VCCCC016)
plan for action
 CROSS CURRICULUM PRIORITIES & PERSPECTIVES
Outline how and where these perspectives will be embedded in your unit
(2-3 lines where appropriate in YOUR OWN WORDS )
Indigenous and Torres Strait Islander Histories & Cultures

Asia and Asias engagement with Australia

Sustainability
Sustainability will be the primary focus of the designed unit. Within every activity students will be learning about the
many ways humanity is currently looking after our environment, as well as giving students the opportunity to plan for
the future so that they can understand how to make the world a better place. Sustainability perspectives and concepts
have been embedded within every lesson.
Worldviews & Religions

CAPABILITIES (copy & paste where appropriate)

INTERCULTURAL CAPABILITY
Cultural - Analyse how aspects of their own and others lifestyle, Cultural - Identify barriers to and means of reaching
practices behaviour, attitudes and beliefs can be culturally influenced diversity understandings within and between culturally
diverse groups
ETHICAL CAPABILITY
Understanding - Examine how problems may contain more than one ethical Decision - Explore the significance of means versus
concepts issue Making & ends by considering two ways to act when
- Explore the significance of means versus ends by Actions presented with a problem: one that privileges
considering two ways to act when presented with a problem: means and one ends
one that privileges means and one ends - Discuss the role and significance of
conscience and reasoning in ethical
decision-making
PERSONAL & SOCIAL CAPABILITY
Self-Awareness and Management
Recognition & Development - Identify the skills for working independently
expression of of resilience and describe their performance when
emotions undertaking independent tasks
Social Awareness and Management
Relationships & - Explore and discuss behaviours that demonstrate sensitivity Collaboration - Identify the characteristics of an effective
diversity to individual, social and cultural differences team and develop descriptions for particular
- Describe the characteristics of respectful relationships and roles including leadership, and describe both
suggest ways that respectful relationships can be achieved their own and their teams performance when
undertaking various roles
CRITICAL & CREATIVE THINKING
Questions & - Experiment with alternative ideas and actions by setting Meta- - Investigate thinking processes using visual
Possibilities preconceptions to one side Cognition models and language strategies
- Identify and form links and patterns from multiple information - Investigate how ideas and problems can be
sources to generate non-routine ideas and possibilities disaggregated into smaller elements or
ideas, how criteria can be used to identify
gaps in existing knowledge, and assess and
test ideas and proposals
Reasoning - Consider the importance of giving reasons and evidence and
how the strength of these can be evaluated
- Examine the difference between valid and sound arguments
and between inductive and deductive reasoning, and their
degrees of certainty
- Consider when analogies might be used in expressing a
point of view and how they should be expressed and
evaluated

Stage 1: IMMERSION - establishing what we want to find out: Posing questions and planning inquiry
Week/ Session Focus Resources Whole class learning Independent/small group task Knowledge sharing
session: Understanding experience (students feedback their learning)
(2,3,8 etc.)
Week 1 1 https://www.youtu Students will watch the video Students in small groups are Groups to present
session 1 be.com/watch?v=e (mark 2:30) silently with no to discuss between them poster to class followed
RLJscAlk1M prior introduction. what they know and what by discussion/
watch till 2:30 Students will then discuss the they want to know about questioning by teacher
meaning of the video with the sustainability. They will then and students.
students next to them. write record this information
of a poster to be shared to
the class later on (Follow
principals of KWL charts).
Week 1 1 Group presentation / Present what their
session 2 https://www.youtu How do we get to that day, response on at least one group has created to the
be.com/watch?v=8 from where we are today solution/ action they can class following which
YQIaOldDU8 Brainstorm concept map as change to improve the future they will receive
 class to explore the different sustainability of our planet. feedback from teachers
problems explained in the and students on their
video. group work.
Week 2 1,2,5 Book Just a
session 1 Dream by Chris Students are read the book Each student must then Each Diorama is placed
Van Allsburg Just a Dream by Chris Van create what their own dream in the classroom and is
Allsburg by the teacher using future world might look like, on display for the
an interactive ebook projected similar to Walters. These will students to roam around
on the smartboard. be displayed as dioramas and observe each one.
using recyclable materials. Teacher then asks
students to provide one
positive item of
feedback and one
constructive item.

Recyclable
materials
Week 2 1,5 http://splash.abc.net Class discussion on how In pairs, students play the Students report to the
session 2 .au/home#!/media/1 waste is managed in their own reduce your rubbish online class on one thing they
497647/reduce- homes. Including what sort of game using the ipads. learnt from the game.
your-rubbish-pile bins they have, recycle, green
waste, composting etc.
iPads,
Week3 1, 2,4 iPads, Computers Students discuss a particular As a small group, students Students present their
session 1 resource that could be at risk research one resource animation to the class
https://www.theguar for the future. Reading from (natural, capital or human) and then each take 3
dian.com/environme the article in the Guardian and create a powtoon questions per group
nt/blog/2011/oct/31/ presentation on it. from the class.
six-natural-
resources-
population
Week 3 1, 2, 4 iPads, Computers Teacher shows the virtual tour Either using their previously Students will present
session 2 http://splash.abc.net of desalination plant. Brief researched resource or these to the class in a
.au/home#!/media/5 outline of the purposes, another one, students are to Shark Tank style
24895/how-does- outcomes of it. come up with a solution to scenario in front of a
desalination-work- retain or improve that board of 3 investors.
resource.
 Stage 2:ORGANISE, INVESTIGATE, FIND OUT- Collecting and analysing evidence
Session Focus Resources Whole class learning Independent/small group task Knowledge sharing
Understanding experience (students feedback their learning)

Week 4 1, 2,3, 5 CERES Excursion CERES excursion Students all share 2

session 1 These four programs include interesting things they
http://sustainability.c Students to undertake 4 learnt from the
eres.org.au/wp- activities at CERES for their - Sustainable Building excursion whilst
content/uploads/201 full day excursion. Design returning on the bus.
3/02/Sustainability- - Organic Gardening
5-6.pdf - Water for Life
- Food Waste
Week 4 1, 2, Students are to plan and Students to keep an
Session 2 Clear garden bed, Reflecting on the excursion design an edible food garden online blog page on
ipads/ PCs for and their sustainable food and maintain it over the edmodo including
blogging. soil, sources, will discuss some of duration of the unit. photos and descriptions
seeds, fertilizer, the food sources that could be to document their
water , gardening obtained naturally. progress.
equipment
Week 5 1, 3, 5, 6 each student then
Session 1 http://splash.abc.n Students watch video Students are then given explains to the class
et.au/home#!/medi regarding carbon offsets. individual sheets that have a what causes they had
a/2334010/learn- series of appliances/ causes and one possible
about-carbon- Brainstorm as a class different of carbon and must visually solution to help reduce
offsets-with-dirt- causes of carbon they can represent them using black the amount of balloons
girl identify from the video? Can balloons. A scale will be put they have. Once they
be done as a concept map or onto the board for each have told us the solution
Black balloons, similar category. they can pop the
worksheets with number of balloons they
causes of carbon on have reduced.
it (refer to Appendix
5).
Week 5 1, 3, 5, 6 A map relevant to Revisiting the causes of Students in small groups will Groups present their
Session 2 the school would be carbon, students must identify investigate ways in which results of the
created by teaching causes of carbon within the they can make their school questionnaires
staff prior to the school environment on a map/ more carbon friendly. regarding the reduction
lesson. picture displayed on the Students to explore the of school carbon
smartboard/ projector. school and identify current production. This is then
causes within the school. formed as a class action
They will have the plan combining the
opportunity to ask other classs findings.
 students & teachers what
they believe would lower their
schools emissions. Will be
represented on a poster.
Week 6 1, 3, 6 http://splash.abc.net.a Students to watch the video on Students are to design a car Students photograph
session 1 u/home#!/media/2085 electric cars. Probe discussion or mode of transport to be and upload work to
985/electric-cars-in- about why it would be good to powered by a renewable fuel edmodo, creating an
australia power cars with fuels other source (solar, wind, online portfolio of their
than petrol? What if petrol runs electricity, vegetable oil etc) class work.
out?

Week 6 1, 3, 6 http://www.craftpower. Students undertake an Students build an individual Students participate in

session 2 com.au/node/29/done incursion in which they build a solar car with the guidance of solar race in the
?sid=1503&token=e8 solar-driven model car run by the instructors within the schoolyard.
10bfd036ae5d6e229b Craft Power. incursion.
6c74d26d7694>

Craftpower Info
(refer to appendix 3)
Week 7 1, 4, 3 Interview questions Mind Map/brainstorm on jobs
session 1 (refer to appendix 1) that could be available in the
future which will be listed for
student reference during main
activity. These would revisit
some previous lessons on
resources, food sources etc.
Week 7 1, 4, 3 Worst jobs in history Worlds worst jobs in history.
session 2 handouts Each student is given a job
(refer to appendix 4) description of a job that has
existed in the past. They must
Newspapers all read out their descriptions
to the class, whilst each
student can answer one
question from their peers.
Students will create an
application for one job listed
on the job listing board
previously created by the
class. They will be required to
prepare answers to the
student boards questions
Students in individuals use
job classifieds out of the
newspapers and identify one
job they believe may not exist
in 100 years. They must
explain why it doesnt exist
and what has taken its place.
students will perform a
feign interview with a
board made up of their
fellow students. This will
be undertaken using the
job application they had
created within the main
activity. The board will
ask questions similar to
what would be asked in
a real job interview.
Think pair share with
peers to explain their
findings. Teacher may
ask them to describe
their partners work.
 Stage 3: CELEBRATE/INNOVATE -What do we do with what weve found?
Concluding, reflecting on and responding to the inquiry
Session Focus Resources Whole class learning Independent/small group task Knowledge sharing
Understanding experience (students feedback their learning)

Week 8 1,2, 3,5 Each student is given a piece of
session 1 https://greengaragebl paper with a fact about
og.org/17-important- deforestation. It will either contain
pros-and-cons-of- a pro or a con for the argument of
deforestation deforestation. Each student must
converse with their peers to
identify which side it is on, and
join up with the group number
indicated on the paper.
Week 8 1, 2, 3, 5, Role play prompts An explanation of the task will be
session 2 (refer to appendix 2) given to students with a short role
play performed by the teachers
prior to students creating their
own role play. Students will then
be placed into groups by the
teacher/s.
Week 9 1,2,4, 5, http://www.educations What would we do without water?
session 1 outheastwater.com.au Brainstorm all the uses we have
/game/natural-water- for water and where it comes
cycle.html from.
http://www.educations
outheastwater.com.au
/game/melbourne-
water-cycle.html
Week 9 1, 2, 4, 5, http://wateruseitwisely Lesson begins by playing the tip
session 2 .com/tip-tank-game/ tank game as a group to tune
students in and get them focused
https://www.melbourn for the following activity.
ewater.com.au/waterd Following the game students will
ata/wateruse/Pages/d then be shown Melbourne's water
efault.aspx use data where individual daily
water consumption statistics will
be highlighted and discussed.
Students will (as a group)
brainstorm different ways in which
they could help limit their daily
water consumption.
Each student is then tasked with
forming an argument based on
the fact they have received.
They form teams and perform a
debate within their small groups
using their argument. .
Students will create a role play
within small groups which will be
based on one of two prompts
supplied to them. These
prompts will be based on either
a negative or positive future
regarding fishing and
agriculture.
Students use the ipads to
explore the south east water
website and learn about the
natural and melbourne water
cycles.
Students to create an
awareness campaign in regards
to saving water. This can be
represented in a medium of their
choice eg. Poster, video, web
page etc. Including facts about
current state of water
consumption and at least 3
different ways to reduce water
consumption.
Each group must identify
one argument for each
side that they thought was
valid.
Each group will perform
their role play to the class
after an appropriate
amount of practice time.
Each group will then vote
for their favourite
performance.
Students have to re-enact
both the natural and city
water cycle.
Student are to publish
their finished product on
edmodo to be available for
viewing by the rest of the
school community.
Week 10 1, 2, 3, 4, 5, Playdoh, Craft The entire class will reflect with
session 1 6 material (cardboard the people sitting close to them
boxes, string, on what they have learnt during
scissors, tape etc), the unit of work. Following which
recyclable materials. students will then be given an
explanation pertaining to building
a sustainable city in pairs to
demonstrate their knowledge of
the topic of sustainability.
Students will be supplied with
crafting materials to undertake
this work.
Week 10 1, 2, 3, 4, 5 , iPads/ Cameras, Teacher (dressed up in costume)
session 2 6 projector/ smart performs their previously
boards produced sample diary entry in
front of class. Each student may
ask a question to the teacher
relating to the scenario
- . What do you do for
work?
- How have things
changed since the
2000s?
Student pairs will build their Each sustainable city will
sustainable city using the be placed somewhere in
crafting materials provided, the classroom and
ensuring that they include a students and teachers will
range of sustainable structures have the opportunity to
in relation to infrastructure, jobs walk around the room to
and resources. Students will observe each city. This
need to ensure they can explain time will give teachers the
each aspect of their sustainable opportunity to assess
city so as to gauge student each student on their
understanding the concepts of learning of the unit.
the unit.
Reflecting on the students Video Diary entries are
model cities, students are to then showed to the class
adopt the persona of a citizen in a presentation.
from their town and record a 3
minute video diary entry. They
must address one of the
following
- The current state of
resources within the
town
- Working Life
- Potential Risks or
Problems within the city
- Modes of transport
BIBLIOGRAPHY: (Harvard style)
Include references AND images if appropriate here from your teaching proposal AND resources used in sessions:
- Green Garage 2015, 17 Important Pros and Cons of Deforestation, Green Garage, retrieved 1 May 2017, <https://greengarageblog.org/17-important-
pros-and-cons-of-deforestation>.

- Dear Future Generations: Sorry 2015, Prince Ea, 20 April, retrieved 9 May 2017, <https://www.youtube.com/watch?v=eRLJscAlk1M>.

- Education South East Water 2015, Melbourne Water Cycle, South East Water Corporation, retrieved 13 May 2017,
<http://www.educationsoutheastwater.com.au/melbourne-water-cycle/>.

- Education South East Water 2015, Natural Water Cycle, South East Water Conservation, retrieved 12 May 2017,
<http://www.educationsoutheastwater.com.au/game/natural-water-cycle.html>.

- Gilbert, R & Hoepper, B 2013, Teaching Humanities and Social Sciences: History, Geography, Economics and Citizenship in the Australian Curriculum,
5th edn, Cengage Learning Australia, Melbourne.

- Harvie, K Deakin University, EEO410 Lecture 5, retrieved 11 May 2017, <https://d2l.deakin.edu.au/d2l/le/content/543698/viewContent/3327804/View>.

- Melbourne Water 2017, Water use data, Melbourne Water Corporation, retrieved 14 May 2017,
<https://www.melbournewater.com.au/waterdata/wateruse/Pages/default.aspx>.

- Our Future 2014, The Daily Conversation, 23 September, retrieved 11 May 2017, <https://www.youtube.com/watch?v=8YQIaOldDU8>.

- Splash 2014, Electric Cars in Australia, ABC, retrieved 1 May 2017, <http://splash.abc.net.au/home#!/media/2085985/electric-cars-in-australia>.

- Splash 2008, How does desalination work, ABC, retrieved 7 May 2017, <http://splash.abc.net.au/home#!/media/524895/how-does-desalination-work->.

- Splash 2016, Learn about carbon offsets with Dirt Girl, ABC, retrieved 4 May 2017, <http://splash.abc.net.au/home#!/media/2334010/learn-about-carbon-
offsets-with-dirt-girl>.

- Splash 2017, Reduce your rubbish pile, ABC, retrieved 6 May 2017, <http://splash.abc.net.au/home#!/media/1497647/reduce-your-rubbish-pile>.

- Sustainability 2017, Multi-Strand Sustainability Program, CERES Environment Park, retrieved 7 May 2017, <http://sustainability.ceres.org.au/wp-
content/uploads/2013/02/Sustainability-5-6.pdf>.

- Van Allsburg, C 1990, Just a dream, Jonathon Cape, New York.

- Victorian Curriculum 2016, The Victorian Curriculum F10, Victorian Curriculum and Assessment Authority, retrieved 7 May 2017,
<http://victoriancurriculum.vcaa.vic.edu.au>.

- Water Use It Wisely 2017, Tip Tank Game, Park&Go, retrieved 8 May 2017, <http://wateruseitwisely.com/tip-tank-game/?>.
 FIELD WORK DAY (EXCURSION IN OUR COMMUNITY)
4 images of specific points of interest/artefacts/displays that you will direct your students towards in order to enhance their learning through your unit. You will
annotate these 4 images, explaining how they will be used to enhance learning and attach this to your assignment in the appendix.
Include a selfie of both you and your partner in at least one of these images!
IMAGE 1 IMAGE 2

Annotation: This is a picture of us out the front of CERES Community
Environment Park. This is a great educational resource that focuses solely on
sustainability and the environment.
IMAGE 3
Annotation: This image is of a solar panel farm within the CERES park. It would be
visited during the CERES sustainable building design activity during the excursion
and help students learn about the renewable energy sources that could be taken
full advantage of in the future.
IMAGE 4

Annotation: This image shows one of the many food gardens at CERES. This Annotation: This picture is out the front of their propagation garden, in which it
will be visited as a part of our organic gardening and food waste activities that relates to our session focuses 1 and 2. This will explore the conservation of natural
we will be taking part in on our excursion. resources and sustainability moving forward.
APPENDIX
Please ADD any resources used here which may be useful when you come to teach this unit in a future classroom

Appendix 1:
Appendix 2:
Appendix 3:
Appendix 4:

WorstJobsAppendix.docx

Appendix 5:

CarbonCauses.docx