1. What are we doing to our Earth?
Sarah Barnes
Melanie Bennetts
Naomi Hosking
Lisa Nash

2. Contents
• Focus Question
• Five E’s – Engage, Explore, Explain, Elaborate, Evaluate
• Big Ideas/Understandings
• What we already know? Lesson 1 & 2
• Why is water essential to our Earth? Lesson 3 & 4
• What is Pollution? Lesson 5 & 6
• Recycling vs. Deforestation- Lesson 7 & 8
• Climate Change- Lesson 9 & 10
• How do we make people aware? Lesson 11 & 12
• Appendix
• Criteria for final project

3. Focus Questions
Week 1:
• What do we already know about the impact we are having on our earth?
• What are our basic humans needs?
Week 2:
• Why is water essential to our Earth?
• What are the global and local connections and implications?
Week 3:
• What is pollution?
• How does pollution affect humans and the earth?
Week 4:
• What is recycling and deforestation?
• What is the connection between recycling and deforestation?
• What are the global and local connections and implications?
Week 5:
• What is climate change and how is it occurring?
• What implications could climate change have on humans?
Week 6:
• How do we make people aware of the individual and collective influence we are having on our earth and the possible
solutions to overcome these?
Back Next

4. Five E’s:
• Engage
• Ask a range of prompting questions to gather an understanding of
students prior knowledge
• Brainstorm key concepts with students to spark curiosity.
• Use a range of resources to encourage inquiry thinking, ie.
internet, youtube, books, wonder wall etc.
• Encourage students to ask questions to reveal students’ ideas and beliefs
and compare them with their peers.
• Encourage students to raise their own questions that they will later
answer through their self directed learning approach.
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5. Five E’s Continued
• Explore
• Ensure focus questions are addressed to help
students clarify their own understanding of major
concepts and skills.
• Encourage the use of ICT tools to research focus
questions, and in turn test their own ideas.
• Bring students attention to the Wonder Wall to
recap and scaffold student learning. (Wonder
Wall consists of questions, interesting facts,
pictures etc that are related to the main topic and
key focus questions).
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6. Five E’s Continued
• Explain
• Have students discuss the effects mankind is
having on the earth with the use of range of
resources.
• Encourage students to add new learnt
information to the Wonder Wall.
• Encourage student collaboration where they can
discuss their newly learnt knowledge.
• Small groups come together as a whole class to
share their information.
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7. Five E’s Continued
• Elaborate
• Have students go further with their thinking
about ways they can change/influence the effect
we are having on the earth.
• Get students to do further research into the key
question so they can expand on prior knowledge
and cement new ideas/concepts.
• Students can take the time to incorporate peer
feedback to assist with consolidating ideas and
concept.
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8. Five E’s Continued
• Evaluate
• At the end of the unit draw students attention back to the Wonder Wall to show
the progress of students learning.
• Teacher assessment of students’ growth from week 1 to week 6 by informal and
formal observation through all learning activities, across the unit.
• Encouragement of peer assessment on all learning tasks.
• Have students self assess their own work using the rubric before submitted the
final piece and presentation to ensure self reflection on their own learning and
new understandings and skills.
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9. RELATED VALUES
KEY CONCEPTS
& ATTITUDES
• Perseverance
•Similarities and differences
• Confidence •Life and living
• Appreciation •Individual and collective
• Empathetic responsibilities
• Understanding •Environment
•Global and local connections
• Patience
and implications
• Open mind •Change
• Questioning •Cause and effect
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10. What we already know? (INTRO)
LESSON 1:
Focus: Students explore the effects humans have on the LESSON 2:
planet while exploring their own human needs. • Focus: Students are to explore their own ideas
Engage: and understanding of how they contribute to
http://www.youtube.com/watch?v=Qp3eooTJkY4 the Earth.
This YouTube clip shows environment sustainability by • Introduction: Following on from the first
showing the difference between how the planet was lesson, students are to use their creativity skills
and how it is now due to human influences. to help give an understanding to the teacher of
Activity: ‘What humans need’- Consider the necessities where the students stand on the affect they
for meeting human needs and how this effects our have on the planet.
planet. • Activity: Students are to create either a piece of
Share/Reflection/Assess: Informal observation during artwork or something to illustrate how they
whole class and small group discussions- depth of interpret what we are doing to the planet.
ideas and responses. • Share/Reflect/Assess: Students will gather as a
Students will work together to order themselves whole class and share their artwork or ICT piece
during the ‘what humans need’ activity. and explain to the class how they think they are
affecting the planet.
REFER TO APPENDIX for activity resources and
explanation. • REFER TO APPENDIX for activity resources and
explanation.
Other discipline links: Health: What humans need-self
esteem, physiological needs, health and well being • Other discipline links: Art, ICT
due to (not) having access to these needs.
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11. Why is water essential to our Earth?
• Lesson 3
• Focus: Critical analysis and reflection on the • Lesson 4
water saving and to come up with different • Focus: Animals in the waterways
solutions • Introduction: We will watch a you tube clip
• Introduction: Look at water saving initiatives of water animals then children will Google
find out what they already do at home and water animals on their lap tops and animals
ways we can save water at school. that live in the ocean and find and select two
Brainstorm words and look at the language. of their favourites.
Look at saving water also saves money. • http://www.youtube.com/watch?v=bXGno3z
• Activity: Students to write a list of a way to HuoI
save water at home and at school. Also look Activity: Children will research and draw
at the community and water wastage. their two favourite animals from the ocean
• Share/Reflect/Assess: Share as a whole class and write a little report card that has some
one idea for saving water or one way water is interesting information about why that
being wasted in the community animal is unique
• REFER TO APPENDIX for activity resources • Share/Reflect/Assess: The students will share
and explanation. the animals that they have made and the
• Other discipline links: Economics, SOSE, reasons that make that animal special then
English, Maths will add them to our ‘water’ classroom
together
• REFER TO APPENDIX for activity resources
and explanation.
• Other discipline links: Art, English and SOSE
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12. Pollution: What is it? How does it
affect us?
• Lesson 5 • Lesson 6
• Focus: What is Pollution? Students are to learn about • Focus: How does pollution affect us?
what is classified as pollution and the different types of
pollution. • - Students are to learn not only what pollution does to
everyone’s health but also to the environment and how
• Introduction: Students will be asked to think about it then affects us.
pollution and the different types of pollution they know
about. • Introduction: Students will be asked to brainstorm in
either small groups or as a whole depending on how the
• Activity: Students will be spilt into four groups to class is, on how pollution affects humans not only health
brainstorm and research about a particular type of wise but also environment wise. Students will then using
pollution, including Air, Water, Ground and Noise. On laptops will be given time to research and then create a
butchers paper (in poster format) students will write report.
down different things that they know about their
pollution. • Activity: Students are to write a report with facts and
information that they have found while researching in
• Share/Reflect/Assess: Students are to explain and the class on how pollution affects everyone.
present their poster to the rest of the class and then
hung around the room as another resource for their final • Share/Reflect/Assess: Students will be expected to share
assessment. their reports with the class and the reports will be put
together to create a information booklet for others to
• REFER TO APPENDIX for activity resources and read or refer back to.
explanation.
• REFER TO APPENDIX for activity resources and
• Other discipline links: English, SOSE explanation.
• Other discipline links: ICT, English
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13. Recycling vs. Deforestation
• Lesson 7 • Lesson 8
• Focus: Students to understand the major effects logging has on our • Focus: Students to create and understand what
environment and the wildlife.
recycling is and how important it is.
Students to learn how to make recycled paper and to understand the
positive influence recycling will have on the earth. • Introduction: Continue on from previous lesson
How can we prevent logging? What are some ways we can recycle? with self made paper and have the students
What effect would this have on the earth? make and create their own recycling
• Introduction: Show the following YouTube clips on logging and its
effects on the environment and wildlife:
advertisement to help create awareness.
http://www.youtube.com/watch?v=L0fb7Td4DHs • http://www.youtube.com/watch?v=loeHhmUh-
• http://www.youtube.com/watch?v=JP4v9z-Bi_g&feature=related nE
• Activity: students will watch the YouTube clip on how to make
recycled paper. They will then take individual action by making their
• http://www.youtube.com/watch?v=wtoeZ9Nke
own recycled paper. qk&feature=related
http://www.youtube.com/watch?v=uJUYD1C8gH0 • Activity: Students are to research and create
• Share/Reflect/Assess: are students able to make local-global
connections?
their own poster to raise awareness of the
level of discussion and enthusiasm to solve the ‘logging’ issue. importance of recycling. They will do so on the
students to work sensibly during the activity. recycled paper they created the lesson before.
Work artefacts-recycled paper produced.
• Share/Reflect/Assess: Students will share the
instructions being followed.
• REFER TO APPENDIX for INSTRUCTIONS TO activity
poster that they created to the class and explain
• Other discipline links: visual arts: making the recycled paper can be what and why they have created their poster.
seen as art. They could use their recycle paper for another art • REFER TO APPENDIX for activity resources and
purpose.
explanation.
• English- students to use recycled paper to write a persuasive piece on
the importance of recycling, etc. • Other discipline links: Art
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14. Climate Change- What is it and how is
it occurring?
• Lesson 9 • Lesson 10
• Focus: Students are to begin to understand what Climate • Focus: Students are to continue to learn and understand
Change is and what is happening to the world around us. about climate change.
• Introduction: Students will be asked what they know • Introduction: Students will continue on with watching
about Climate Change and to brainstorm individually two (2) videos this lesson and answer their questions.
write these things down in their workbooks. • Activity:
• Activity: • http://www.youtube.com/watch?v=NLqNHerkZsM&feat
http://www.youtube.com/watch?v=S9ob9WdbXx0&feat ure=BFa&list=PL3D078AA778676249&lf=results_main&i
ure=results_main&playnext=1&list=PL3D078AA7786762 ndex=2
49 • http://www.youtube.com/watch?v=NLqNHerkZsM&feat
• Students will watch a YouTube video presented by Sir ure=BFa&list=PL3D078AA778676249&lf=results_main&i
David Attenborough. Students will be expected to ndex=3
answer some questions as they watch these videos. • Students will watch two (2) YouTube videos presented
Students will also be expected to complete some by Sir David Attenborough. Students will be expected to
homework before the next lesson. answer some questions as they watch these videos.
• Share/Reflect/Assess: The assessment for this lesson will • Share/Reflect/Assess: The assessment for this lesson will
take form by the students responses to questions from take form by the students responses to questions from
the video. the video and also their homework from the last lesson.
• REFER TO APPENDIX for activity resources and • REFER TO APPENDIX for activity resources and
explanation. explanation.
• Other discipline links: English, ICT • Other discipline links: ICT, English
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15. How do we make people aware?
• Lesson 11 Assessment • Lesson 12 Assessment
• Focus: Students will present their projects in pairs to the
•Focus: For students to draw on prior knowledge learnt over rest of the class
the past 5 weeks to present their findings in a format • Introduction: We will discuss the presentations and go
chosen for their specific level. over the work we have done and the ‘rules’ when others
are presenting their research and ideas
•Introduction: We will go over the ‘Wonder wall’ as a class • Activity: The students will take it in turns to present their
and refresh students on topics and discussions from the findings and ideas to the class. We will then have a
past 5 weeks. discussion with questions at the end of each
presentation.
•Activity: Students work in pairs to plan and research their • Share/Reflect/Assess: The presentations and discussion
specific topic to present at a later date focusing on what will act as the sharing and reflection part of the lesson.
we can do to make people aware and spread the world. The teacher will also be assessing using the rubric that
The students will be divided into pairs as chosen by the was prepared
teacher and will be able to choose and negotiate the • REFER TO APPENDIX for activity resources and
way in which they would like to present their findings explanation.
and ideas. • Other discipline links:
•Share/Reflect/Assess: The assessment will be observational.
The teacher will observe and support the students while
they plan and begin their research.
•Other discipline links: English, ICT, SOSE and Art
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16. Appendix: ‘What Humans Need’ Activity (Lesson 1)
Write each of the Instructions:
following words on Distribute one card to each student in the class.
5”x 8” index cards: (If you have fewer than 30 students, make
sure that the cards that you distribute include
books oxygen, water, food, and health. If you have
stereo food more than 30 students, add some additional
shampoo air words to the list.)
car conditioning
acceptance clothes Ask students to arrange the cards in priority
self-esteem refrigerator order from most important to least important.
bed electricity
oxygen hot water You may want to place the first card somewhere
friends bike in the middle to give students a reference point.
computer phone Once each student has placed a card on the
Shelter toilet board, allow the class to discuss the order
education tools and, through mutual agreement and trial and
health Pets error, arrange the words into a
TV  meat continuum, ranging from the most basic
medicine  fuel biological needs to luxury items that are not
heat water essential to basic human life.
Back to Earth Lessons NOTE: The list should begin with:
oxygen, water, food, health.

17. Appendix: How do I see myself
affecting Earth? (Lesson 2)
• Resources: • Explanation:
– Paper • - Students are to create their own version using
– Coloured paper any of the provided resources of what people
– Pencils, Textas, Pens, Crayons, and themselves are doing to the Earth.
Paint
– Stencils • -Students will have to remember that they will
be presenting what they create and will have to
– Scissors
explain it.
– Paintbrushes
– Magazines to cut
• - This lesson will be more self directed by the
– Computers (if possible) students as it will be used as a guideline for the
– Anything else crafty that is on teacher to see how the students think they
hand contribute to Earth.
• http://www.youtube.com/watch?v=lo
eHhmUh-nE • NB: If available students can use computers and
• http://www.youtube.com/watch?v=wt the internet if possible
oeZ9Nkeqk&feature=related
Back to Earth Lessons

18. Appendix: Why is water essential
to our Earth? (Lesson 3)
• State Government of Victoria. (2011). Department of
sustainability and environment. Retrieved October 10th,
2011 from
• http://www.water.vic.gov.au/home
• This resource has water saving in homes, and schools
also water restrictions and laws.
•
• Australian Government.(2011). Department of
sustainability, environment, water, population and
communities, retrieved October 10th, 2011 from
http://www.environment.gov.au/index.html
• This resource has water saving, wetland management,
water saving, water quality and environmental watering
access as well as history and education resources. It is a
bit difficult to navigate but worth the effort.
Back to Water Lessons

19. Appendix: Why is water essential
to our Earth? (Lesson 4)
Resources Activity:
• Lap tops • Students will watch a you tube video
• Coloured Paper (http://www.youtube.com/watch?v=bXGno3zHuoI) to
• Pencils give them an idea of some water animals that live in the
• Textas ocean and how important the oxygen is for the animals
that live in that environment.
• Scissors
• Students will then use the listed websites to look
• Blue Cellophane
research ocean animals on their lap tops.
• Card for animal information
• They will then pick tow of these animals and draw a
picture of them as well as a little card that has
Websites interesting facts about what makes that animal special
http://www.enchantedlearning.com/biomes/coralreef/coralre and unique
ef.shtml • We will then decorate the classroom covering the
http://greennature.com/gallery/intertidal-animals/ windows and doors with blue cellophane making our
http://marinelife.about.com/ classroom an ocean where we will stick all of our ocean
animals and information. This will be a constant
http://kids.nationalgeographic.com/kids/activities/new/ocean
reminder and thought provoking attraction for the
/
children.
http://www.squidoo.com/list-of-ocean-animals
Back to Water Lessons

20. Appendix: Pollution: What is it?
How does it affect us? (Lesson 5)
Resources: Activity:
- Books on Air Pollution - Introduce the word pollution and ask the
- Books on Water Pollution students to start thinking about pollution and
- Books on Ground Pollution what it means to them.
- Books on Noise Pollution - Spilt students into four groups giving them each
a different type of pollution either Air, Water,
- Butchers paper Ground or Noise.
- Textas - On the butchers paper that is provided students
- Pens are to write different things about their
- Pencils pollution.
- Books are to be provided for each group.
- Students are to present their posters to the class
and explain about their pollution.
- Posters will be placed around the room to be
used as resources for final project.
Back to Pollution Lessons

21. Appendix: Pollution: What is it?
How does it affect us? (Lesson 6)
Resources: Activity:
-Workbooks for brainstorming ideas - Students will be asked to brainstorm about how
-Pens they think pollution affects not only humans but
-Laptops with internet access also the environment.
-Books on all types of pollution - Using their own research skills students are to
make a report on how pollution affects humans
-Printer access and the environment.
- The reports must include different facts and
information that they have found while
researching.
- These reports are to be placed around the
classroom to help the students with their final
project.
Back to Pollution Lessons

22. Appendix: Recycling vs. Deforestation
(Lesson 7)
What You Need Making Paper Activity
What You Do
 scrap paper &/or newspaper
1. Tear the scrap paper into tiny pieces and soak them in a bucket of
 a blender or wire whisk hot water for about 30 minutes. Put a handful of the soaked paper
 water into the blender
 a bucket and mix until mush. Or if using a whisk, beat the mixture until it is a
 a big square pan that’s at least creamy pulp. Add a small amount of vegetable scraps or dye for
8 cm deep colour (or even leaves for added texture).
2. Pour the blended pulp into a measuring cup. Pour roughly 3 cm of
 a piece of window screen that
water into the pan. Put the screen into the pan and pour one cup of
fits inside
the paper pulp onto the screen.
 the pan 3. Spread the pulp evenly in the water with your fingers. It should feel
 an iron or rolling pin kind of mushy. Lift the screen and let the water drain.
 a measuring cup 4. Lay the pulp-covered screen face down on a cloth (tea towel) or in
 tea towels between some newspaper. Lift the screen away, leaving the paper
pulp on the cloth. Cover with another cloth and iron with a hot iron, or
 vegetable scraps or dye for
use a rolling pin to flatten and press out excess moisture. Let the
colour
pulp dry for at least 24 hours.
5. Once it’s dry, the newly made paper will be used in the next
lesson.
Back to Recycling vs. Deforestation Lessons

23. Appendix: Recycling vs.
Deforestation (Lesson 8)
Resources: Activity:
- Self made paper - Students are to watch two (2) videos on
-Textas Recycling and discuss what they think recycling
-Pens/Pencils is all about.
-Internet access - Using their own knowledge on recycling and
what they may have learnt from the
-Laptops videos, students are to create their own
http://www.youtube.com/watch?v=loeHhmUh-nE recycling advertisement poster on their recycled
http://www.youtube.com/watch?v=wtoeZ9Nkeqk&f paper.
eature=related - If needed the students can use laptops to help
research further.
- Posters will be presented at the end of the class
and placed around the room.
Back to Recycling vs. Deforestation Lessons

24. Appendix: Climate Change- What is it
and how is it occurring? (Lesson 9)
Resources: Activity:
-Workbooks -Students are to brainstorm and write down in their
-Pens/Pencils workbooks what they already know about what
-Internet access Climate Change is.
-Smarter Board (or something to watch the -They are then to watch a video by Sir David
video on) Attenborough on Climate Change and answer
three questions.
http://www.youtube.com/watch?v=S9ob9WdbX
x0&feature=results_main&playnext=1&list=PL3 -These questions will come under three columns
D078AA778676249 “What have I learnt about Climate Change?
What have I found interesting about Climate
Change? What would I like to know more
about?”
-Students will have a minimum amount of answers
decided upon by the teacher.
-They will also be expected to complete a piece of
homework by the next lesson. Simply ask their
parents what they know about climate change
and write in their workbooks.
Back to Climate Change Lessons

25. Appendix: Climate Change- What is it
and how is it occurring? (Lesson 10)
Resources: Activity:
-Workbooks - Students are to continue on from previous lesson.
-Pens/Pencils - They are to watch two (2) videos by Sir David
-Internet access Attenborough on Climate Change and answer
-Smarter Board (or something to watch the three questions.
video on) -These questions will come under three columns
http://www.youtube.com/watch?v=NLqNHerkZsM&f “What have I learnt about Climate Change?
eature=BFa&list=PL3D078AA778676249&lf=res What have I found interesting about Climate
ults_main&index=2 Change? What would I like to know more
about?”
http://www.youtube.com/watch?v=NLqNHerkZsM&f
eature=BFa&list=PL3D078AA778676249&lf=res -Students will have a minimum amount of answers
ults_main&index=3 decided upon by the teacher.
-Students will be assessed by the teacher to see
what they have gathered from the videos and
from their homework.
Back to Climate Change Lessons

26. Appendix: How do we make people aware? (Lesson 11 & 12)
Criteria final project
1. Work in pairs
2. All presentations information must come from 2 different sources e.g. internet, library books notes from prior lessons,
3.Pictures are required
4. Power Points to have 4-6 slides
5. Booklet to have 4-6 pages.
6. Poster to have lots of information hand written and pictures
7. Brochure well set out
5 Points 4 Points 3 Points 2 Points 1 Point Poor
Excellent Very Good Good Needs more
work
Information must connect to project
topic and be in own words
Presentation must be neat well organized
and laid out and required amount
Research the topic must be from at least
2 sources
Spelling and punctuation
Completed on time