Download Sustainability a cross-curriculum priority ACARA

Sustainability a cross-curriculum priority
ACARA
In consideration of the 'Melbourne Declaration on Educational Goals for Young Australians' and the need for a
relevant and contemporary curriculum, the Australian Curriculum gives special attention to sustainability as a
cross-curriculum priorities. This priority is embedded in all learning areas and will have a strong presence in
Geography and Science, among other learning areas.
Cross-curriculum priorities
Asia and Australia’s engagement with Asia
Aboriginal and Torres Strait Islander histories and cultures
Sustainability
Organising ideas across each cross-curriculum priority reflect the essential knowledge, understandings and skills
for the priority.
Code
OI.1
OI.2
OI.3
OI.4
OI.5
OI.6
OI.7
OI.8
OI.9
Organising ideas
Systems
The biosphere is a dynamic system providing conditions that sustain life on Earth.
All life forms, including human life, are connected through ecosystems on which they depend for their wellbeing and
survival.
Sustainable patterns of living rely on the interdependence of healthy social, economic and ecological systems.
World Views
World views that recognise the dependence of living things on healthy ecosystems, and value diversity and social justice
are essential for achieving sustainability.
World views are formed by experiences at personal, local, national and global levels, and are linked to individual and
community actions for sustainability.
Futures
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.
Actions for a more sustainable future reflect values of care, respect and responsibility, and require us to explore and
understand environments.
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.
Sustainable futures result from actions designed to preserve and/or restore the quality and uniqueness of environments.
Marika Marlow
AEUSA Environment Conference 2016
1
Sustainability addresses the ongoing capacity of Earth to maintain all life to meet the needs of the present
without compromising the ability of future generations to meet their needs by.......
 developing the knowledge, skills, values and world views necessary for people to act individually and as a
collective(local and global), in ways that contribute to more sustainable patterns of living.
 enabling individuals and communities to reflect on ways of interpreting and engaging with the
world. Sustainability education is futures-oriented, focusing on protecting environments and creating a more
ecologically and socially just world through informed action.
 necessitating a renewed and balanced approach to the way humans interact with each other and the
environment
In the Australian Curriculum the Sustainability priority has been developed around the
three key concepts of systems, world views and futures.
1. The first key concept explores the interdependent and dynamic nature of systems that
support all life on Earth and our collective wellbeing.
2. The second concept enables a diversity of world views on ecosystems, values and social
justice to be discussed and recognised when determining individual and community actions
for sustainability.
3. The third concept is aimed at building capacities for thinking and acting in ways that are
necessary to create a more sustainable future. The concept seeks to promote reflective
thinking processes in young people and empower them to design action that will lead to more
a more equitable and sustainable future.
Marika Marlow
AEUSA Environment Conference 2016
2
Sustainability in ENGLISH –
 assists students to develop the skills necessary to investigate, analyse and communicate ideas and
information related to sustainability, and to advocate, generate
 the language, literature and literacy strands is key to developing and sharing knowledge, inclusive of
Aboriginal and Torres Strait Islander histories, cultures and perspectives,. about social, economic and
ecological systems and world views that promote social justice.
 students investigate a range of texts to develop the understanding and skills necessary to act responsibly
and create texts that inform and persuade others to take action for sustainable futures.
 allows young Australians to develop the knowledge, skills, values and world views necessary for them to act in
ways that contribute to more sustainable patterns of living.
 enables individuals and communities to reflect on ways of interpreting and engaging with the world.
 provides rich and engaging contexts for developing students’ abilities in listening, speaking, reading, viewing
and writing.
 is futures-oriented, 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.
Sustainability on Maths.....
 develops the knowledge, skills, values and world views necessary for them to act in ways that contribute to
more sustainable patterns of living.
 enables individuals and communities to reflect on ways of interpreting and engaging with the world.
 is futures-oriented, focusing on protecting environments, creating a more ecologically sustainable world
through informed actions that support more sustainable patterns of living require consideration of
environmental, social, cultural and economic systems and their interdependence.
 provides rich, engaging and authentic contexts for developing students’ abilities in number and algebra,
measurement and geometry, and statistics and probability
Marika Marlow
AEUSA Environment Conference 2016
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 provides opportunities for students to develop the proficiencies of problem solving and reasoning essential
for the exploration of sustainability issues and their solutions.
 Develops mathematical understandings and skills are necessary to measure, monitor and quantify change in
social, economic and ecological systems over time. Statistical analysis enables prediction of probable futures
based on findings and helps inform decision making and actions that will lead to preferred futures.
 Students observe, record and organise data collected from primary sources over time and analyse data
relating to issues of sustainability from secondary sources. They apply spatial reasoning, measurement,
estimation, calculation and comparison to gauge local ecosystem health and can cost/consider proposed
actions for sustainability.
Sustainability in Science...
Students.....
 investigate the relationships between systems and how they respond to change. They develop an appreciation
for the interconnectedness of Earth’s biosphere, geosphere, hydrosphere and atmosphere. Relationships
including cycles and cause and effect are explored,.
 develop observation and analysis skills to examine these relationships in the world around them providing the
basis for decision making in that these decisions can impact on the
 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
 Develop an understanding that the Asia region plays an important role in scientific research and development, in areas such as
medicine, natural resource management, nanotechnologies, communication technologies and natural disaster prediction and
management.
Marika Marlow
AEUSA Environment Conference 2016
4
Humanities and the Social Sciences
The learning area provides content that supports the development of students’ world
views, particularly in relation to judgements about past social and economic systems, and access to and use of Earth’s resources to:
 question, think critically, solve problems, communicate effectively, make decisions and adapt to change.
 respond to the challenges of sustainability requiring an understanding of the key historical, geographical, political, economic and
societal factors involved, and how these different factors interrelate.
 be informed consumers, to act in enterprising and innovative ways and to perceive business opportunities in changing local,
regional and global economic environments.
 explore contemporary issues of sustainability and develop action plans and possible solutions to local, national and global issues
which have social, economic and environmental perspectives.
 integrate their study of biophysical processes with investigations of the attitudinal, demographic, social, economic and political
influences on human use and management of the environment.
Sustainability in History....
 Develops students’ historical knowledge, understanding and skills of the forces that influence continuity and change.
 Provides opportunities for students to develop an historical perspective on sustainability. Making decisions about sustainability
to help shape a better future requires an understanding of how the past relates to the present, and needs to be informed by
historical trends and experiences.
Sustainability in Geography....
 uses an inquiry approach to assist students to make meaning of their world.
 Teaches them to respond to questions in a geographically distinctive way, plan an inquiry; collect, evaluate, analyse and interpret
information; and suggest responses to what they have learned.
 Engages in activities requiring fieldwork, map and interpret data and spatial distributions, and use spatial technologies.
 develop information and communication technology skills, an appreciation of different perspectives, an understanding of ethical
research principles, a capacity for teamwork and an ability to think critically and creatively.
Through the study of Languages, students develop knowledge and understanding about sustainability within particular cultural
contexts. This is crucial in the context of national and international concerns about, for example, climate change, food shortages and
alternative ways of caring for land and agriculture. Through developing a capability to interact with others, negotiating meaning and
mutual understanding respectfully and reflecting on communication, students learn to live and work in ways that are productive and
sustainable.
Marika Marlow
AEUSA Environment Conference 2016
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The Arts
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Provides engaging and thought-provoking contexts in which to explore the nature of art making and responding.
Enables the exploration of the role of The Arts in maintaining and transforming cultural practices, social systems and the
relationships of people to their environment.
Provides opportunities for students to express and develop world views, and to appreciate the need for collaboration within and
between communities to implement more sustainable patterns of living.
Uses the exploratory and creative platform of The Arts to advocate effective action for sustainability.
Through making and responding, students consider issues of sustainability in relation to resource use and traditions in each of
The Arts subjects.
Technologies
such
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enables consideration of preferred futures to design for effective sustainability action taking into account issues
as resource depletion and climate change.
Students:
identify and critique a problem, need or opportunity.
generate ideas and concepts; and create solutions, they give prime consideration to sustainability by anticipating and balancing
economic, environmental and social impacts .
explore their own and competing viewpoints, values and interests .
work with complexity, uncertainty and risk.
make connections between disparate ideas and concepts.
self-critique .
propose creative solutions that enhance sustainability, and
reflect on past and current practices, and assess new and emerging technologies from a sustainability perspective.
Health and Physical Education Through movement experiences, students are provided with opportunities to develop a
connection in and with environments and to gain an appreciation of the interdependence of the health of people and that of
environments.
Students :
 explore how they connect and interact with natural, managed and built environments, and with people in different social groups
within their social networks and wider communities.
 consider how these connections and interactions within systems play an important role in promoting, supporting and sustaining
the wellbeing of individuals, the community and the environment as a whole, now and into the future.
 develop their world view by exploring concepts of diversity, social justice and consumerism as these relate to the promotion and
maintenance of health and wellbeing.
Marika Marlow
AEUSA Environment Conference 2016
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Year 2
Year 1 - Foundation
Geography Level Description
from ACARA
People live in places focuses on developing students’ understanding of place. Students explore
the place they live in and belong to, and learn to observe and describe its features. Learning
about their own place and building a connection with it contributes to their sense of identity and
belonging and an understanding of why and how they should look after places. They start to
explore their feelings about places by talking about their own special places, and what makes
them special. The idea of location (a part of the concept of space) is introduced through drawing
story-maps and creating models to show where places and features are located, and by learning
about the globe as a representation of the Earth on which places can be located. The emphasis in
Foundation is on the places in which students live, but they also start to investigate other places
of similar size that are familiar to them or that they are curious about.
The content of this year level is organised into two strands: Geographical Knowledge and
Understanding and Geographical Inquiry and Skills. These strands are interrelated and should be
taught in an integrated manner, and in ways that are appropriate to specific local contexts. The
order and detail in which they are taught are programming decisions.
People are connected to many places further develops students’ understanding of place, as they
learn that places may be defined differently by diverse groups of people. Students are
introduced to the concept of scale as they learn about the hierarchy of scale by which places are
defined - from smaller rural villages to larger cities. Students’ understanding of the concept of
interconnection is developed by investigating their links with places locally and globally and the
connection Aboriginal and Torres Strait Islander Peoples maintain with Country/Place. The
concept of space is developed through an investigation of the influence of distance and
accessibility on the frequency of visits to places. Students’ mental map of the world and their
understanding of place are further developed through learning the major geographical divisions
on Earth and where they are located in relation to Australia.
Marika Marlow
AEUSA Environment Conference 2016
Key inquiry questions
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What are places like?
What makes a place
special?
How can we look after the
places we live in?
The inquiry process provides opportunities
for students to identify various regions of
the world and explore connections between
themselves and other places.
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What is a place?
How are people connected
to their place and other
places?
What factors affect my
connections to places?
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Year 3
Places are both similar and different continues to develop students’ understanding of place by
examining the similarities and differences between places within and outside Australia. The
concept of place is developed through examining the major natural and human characteristics of
Australia the Countries/Places of Aboriginal and Torres Strait Islander Peoples, and Australia's
neighbouring countries. Students use the geographic concepts of environment and space to
examine the similarities and differences between places in terms of the climate and the types of
settlements. Students should be given the opportunity to imagine what it would be like to live in
a different place to their own, and then think about their own and others’ feelings about places
and the extent to which these are similar or different. They explore how feelings about places
are the basis of actions to protect places and environments that are of special significance to
them or other people. Students’ mental maps of the world and their understanding of place are
further developed through learning about the representation of Australia and the location of
Australia’s neighbouring countries, and comparing places both within and outside Australia. These
comparisons should continue to be made at the scale of the local place.
Marika Marlow
AEUSA Environment Conference 2016
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How and why are places
similar and different?
What would it be like to
live in a neighbouring
country?
How do people’s feelings
about places influence their
views about the protection
of places?
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Year 4
The Earth’s environment sustains all life focuses on developing students’ understanding of
sustainability which is about the ongoing capacity of the environment to sustain human life and
wellbeing. Students recognise that people have different views on how sustainability can be
achieved. They learn that sustainability means more than the careful use of resources and the
safe management of waste, and they develop their understanding of the concept by exploring
some of the other functions of the environment that support their lives and the lives of other
living things. They investigate the custodial responsibility of Aboriginal and Torres Strait
Islander Peoples to their Country/Place and their past and present views on the sustainable use
of resources. Students’ mental maps of the world and their understanding of place are further
developed through learning the location of the major countries in South America and Africa and
investigating their types of natural vegetation and native animals on those continents.
The inquiry process provides
opportunities to consider the
sustainable use of environments and
resources and to apply this information
to develop a plan for appropriate
action that people could take to
improve environmental quality.
 How does the environment
support the lives of people and
other living things?
 How do different views about
the environment influence
approaches to sustainability?
Year 5
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Factors that shape the human and environmental characteristics of places continues to develop
students’ understanding of place by focusing on the factors that shape the characteristics of
places. In exploring the interconnections between people and environments, students examine
how climate and landforms influence the human characteristics of places, and how human actions
influence the environmental characteristics of places. They also examine how human decisions
and actions influence the way spaces within places are organised and managed. They learn that
some climates produce hazards such as bushfires and floods that threaten the safety of places
and gain an understanding of the application of the principles of prevention, mitigation and
preparedness as ways of reducing the effects of these hazards. Students’ mental map of the
world and their understanding of place is further developed through learning about the location
of the major countries of Europe and North America and examining the effects of people on the
environmental characteristics of places in these countries.
Marika Marlow
AEUSA Environment Conference 2016
How can people use places and
environments more
sustainably?
 How do people and environments
influence one another?
 How do people influence the
human characteristics of places
and the management of spaces
within them?
 How can the impact of bushfires
or floods on people and places
be reduced?
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Year 6
A diverse and connected world takes a global view of geography and focuses particularly on the concepts
of place and interconnections. Students learn about the diversity of peoples and cultures around the
world, the indigenous peoples of other countries, the diversity of countries across the world and within
the Asia region. They reflect on cultural differences and on the meaning and significance of intercultural
understanding. The focus of study becomes global, as students examine Australia’s connections with other
countries and events in places throughout the world, and think about their own and other people’s
knowledge of other countries and places. investigating the geographical diversity and variety of
connections between people and places.
Year 7
Students gather and represent data, to inform decisions when planning, recommending and implementing
action on significant global issues.
Water in the world focuses on water as an example of a renewable environmental resource. This unit
examines the many uses of water, the ways it is perceived and valued, its different forms as a
resource, the ways it connects places as it moves through the environment, its varying availability in
time and across space, and its scarcity. Water in the world develops students’ understanding of the
concept of environment, including the ideas that the environment is the product of a variety of
processes, that it supports and enriches human and other life, that people value the environment in
different ways and that the environment has its specific hazards. Water is investigated using studies
drawn from Australia, countries of the Asia region, and countries from West Asia and/or North
Africa.
Place and liveability focuses on the concept of place through an investigation of liveability. This unit
examines factors that influence liveability and how it is perceived, the idea that places provide us
with the services and facilities needed to support and enhance our lives, and that spaces are planned
and managed by people. It develops students’ ability to evaluate the liveability of their own place and
to investigate whether it can be improved through planning. The liveability of places is investigated
using studies drawn from Australia and Europe.
Marika Marlow
AEUSA Environment Conference 2016
 How do places, people and
cultures differ across the world?
 What are Australia’s global
connections between people and
places?
 How do people’s connections to
places affect their perception of
them?
 How do people’s reliance on
places and environments
influence their perception of
them?
 What effect does the uneven
distribution of resources and
services have on the lives of
people?
 What approaches can be used to
improve the availability of
resources and access to
services?
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Year 8
Landforms and landscapes focuses on investigating geomorphology through a study of landscapes and
their landforms. This unit examines the processes that shape individual landforms, the values and
meanings placed on landforms and landscapes by diverse cultures, hazards associated with landscapes, and
management of landscapes. Landforms and landscapes develops students’ understanding of the concept of
environment and enables them to explore the significance of landscapes to people, including Aboriginal and
Torres Strait Islander Peoples. These distinctive aspects of landforms and landscapes are investigated
using studies drawn from Australia and throughout the world.
Changing nations investigates the changing human geography of countries, as revealed by shifts in
population distribution. The spatial distribution of population is a sensitive indicator of economic and social
change, and has significant environmental, economic and social effects, both negative and positive. The
unit explores the process of urbanisation and draws on a study of a country of the Asia region to show how
urbanisation changes the economies and societies of low and middle-income countries. countries. It
investigates the reasons for the high level of urban concentration in Australia, one of the distinctive
features of Australia’s human geography, and compares Australia with the United States of America. The
redistribution of population resulting from internal migration is examined through case studies of
Australia and China, and is contrasted with the way international migration reinforces urban concentration
in Australia. The unit then examines issues related to the management and future of Australia’s urban
areas.
year 9
Biomes and food security focuses on investigating the role of the biotic environment and its role in food
and fibre production. This unit examines the biomes of the world, their alteration and significance as a
source of food and fibre, and the environmental challenges and constraints on expanding food production
in the future. These distinctive aspects of biomes, food production and food security are investigated
using studies drawn from Australia and across the world.
Geographies of interconnections focuses on investigating how people, through their choices and actions,
are connected to places throughout the world in a wide variety of ways, and how these connections help to
make and change places and their environments. This unit examines the interconnections between people
and places through the products people buy and the effects of their production on the places that make
them. Students examine the ways that transport and information and communication technologies have
made it possible for an increasing range of services to be provided internationally, and for people in
isolated rural areas to connect to information, services and people in other places. These distinctive
aspects of interconnection are investigated using studies drawn from Australia and across the world.
Marika Marlow
AEUSA Environment Conference 2016
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How do environmental and
human processes affect the
characteristics of places and
environments?
How do the interconnections
between places, people and
environments affect the lives
of people?
What are the consequences
of changes to places and
environments and how can
these changes be managed?
What are the causes and
consequences of change in places
and environments and how can
this change be managed?
What are the future implications
of changes to places and
environments?
Why are interconnections and
interdependencies important for
the future of places and
environments?
11
Year 10
Environmental change and management focuses on investigating environmental geography through an indepth study of a specific environment. The unit begins with an overview of the environmental functions
that support all life, the major challenges to their sustainability, and the environmental worldviews including those of Aboriginal and Torres Strait Islander Peoples - that influence how people perceive and
respond to these challenges. Students investigate a specific type of environment and environmental change
in Australia and one other country. They apply human-environment systems thinking to understand the
causes and consequences of the change and geographical concepts and methods to evaluate and select
strategies to manage the change.
Geographies of human wellbeing focuses on investigating global, national and local differences in human
wellbeing between places. This unit examines the different concepts and measures of human wellbeing, and
the causes of global differences in these measures between countries. Students explore spatial
differences in wellbeing within and between countries, and evaluate the differences from a variety of
perspectives. They explore programs designed to reduce the gap between differences in wellbeing. These
distinctive aspects of human wellbeing are investigated using studies drawn from Australia, India and
across the world as appropriate.
EMPATHY
Critical thinking
COMMUNICATING
CREATIVE THINKING CULTURAL UNDERSTANDING
PERSONAL & SOCIAL SKILLS
INITIATIVE
Marika Marlow
COENGAGEMENT
How can the spatial variation
between places and changes in
environments be explained?
 What management options
exist for sustaining human
and natural systems into the
future?
 How do worldviews influence
decisions on how to manage
environmental and social
change?
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DIGITAL LITERACY
ETHICAL BEHAVIOUR
AEUSA Environment Conference 2016
PROBLEM
SOLVING
ENTREPENUERSHIP
FLEXIBILITY
LEADERSHIP
12
Example: students working scientifically – using KWEL
(What I know, want to know, evidence and what I have learnt)
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TITLE OF LESSON:.........................
Record what you already know....................
What do you want to find out? Use this to determine the focus
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Question)
Discuss how the students might evaluate their sources. They might ask;
Who is the source’s author?
Where did they get their information from?
Why might they be writing this source?
What language are they using (i.e., is it emotional or informative?)
FOCUS QUESTION* (Big Idea) 
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What do you have to investigate or explore in this lesson that is
related to the big idea?
What will be the main question that will guide your learning?
What…....... ?
How…........ ?
Does...…....... .?
..........guiding questions
PREDICTION/ HYPOTHESIS
 What do you think will happen (USING PRIOR KNOWLEDGE)
If I do .... then.... will happen because....
I think .... because ,,,,,
PROCEDURE:................................................
RECORD DATA and EVIDENCE in a way that will make sense to you
later:
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Paragraph, Bullets, Table/Chart, Drawings, Graphs, etc.
Title and label diagrams and pictures
Measurements should be specific, accurate, and units labelled
NEVER erase your work - just cross out any errors to show your
thinking
CLAIMS AND EVIDENCE
Claims
Evidence
Ask them to produce a rating system, such as a 1 – 5 star rating, to
describe how reliable or useful their source is.
MAKING MEANING & Communicating what you have learnt
Make your thinking and learning public.........
 Poster / PowerPoint presentation / debate / forum
CONCLUSION/REFLECTION
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Marika Marlow
State your claim based on your evidence (data collected from
observations)
What do you claim to be true?
How can you prove what you are stating? (Back it up)
I claim that when ………, then ……….. (happens)….
I know this to be true because I observed………
Restate the focus question as a topic sentence
In this investigation…
In this inquiry….
I (we) learned that…..
Use details from your claims and evidence (data) chart to answer
the focus question.
Every claim must be supported by evidence.
I (we) liked/did not like…… because
My (our) prediction that…..was…..because….
This reminds me (us) of….. because….
I (we) discovered that…..
Now I (we) think that….because
Refer back to your hypothesis
My hypothesis was correct/incorrect because…
Record your thoughts after the experiment
(Understandings, Likes, Related Thinking, Connections)
AEUSA Environment Conference 2016
13
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Include a summative sentence that can be a restatement in
different words of the topic sentence.
What new questions do you have to extend your learning?
Questions
Essential questions:
How are we affected by our environment?
How do we experience nature?
How do we affect our environment?
What is climate change and how will it affect our future?
How can we affect our future?
Guiding questions
 What is climate change? Where is climate change happening? Which part of the world is experiencing extreme weather? Who is researching Climate
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change in Australia? Why is climate change important? How is what we know about climate change changing? What did scientists most recently report on?
What is the relationship between the gases in the atmosphere + the Greenhouse Effect?
What is global warming?
How does global warming change the climate?
How might climate change affect you? How might climate change affect different groups of people?
How can we reduce the impacts of climate change?
What can we do and why is it important to get involved?
Why is it important to keep looking for new and better ways of reducing the impacts of climate change?
 Web hunt find answers to the following list of questions: (http://www.climatechange.gov.au/climate-change/science.aspx )
1) What is the greenhouse effect?
2) Is the Earth's climate really hotting up?
3) Hasn't the Earth's climate always changed with ice ages and interglacial periods?
4) How do we know that most recent global warming is attributable to human activities rather than natural causes?
5) What is the carbon cycle? How does human activity contribute to the carbon cycle?
6) Will a few degrees warming have a significant impact on our climate?
7) How do scientists measure global surface temperatures?
8) How reliable are climate models?
9) How do scientists project future climate?
10) How much will sea levels rise as the world warms?
11) What is the El Nino Southern Oscillation (ENSO)?
Marika Marlow
AEUSA Environment Conference 2016
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12) Apart from ENSO, how do the oceans affect Australia's climate?
13) Is there a link between climate change and the ozone hole?
14) What amount of warming is likely this century and can it be avoided?
15) What is the contribution of methane to the enhanced greenhouse effect?
16) What contribution do changes in the Sun's energy make to climate change?
17) What are the potential impacts of climate change?
18) How can we live with climate change?
19) What contributions do volcanic eruptions make to global warming?
20) Are recent droughts in Australia due to climate change?
21) What is the Intergovernmental Panel on Climate Change (IPCC)?
22) What are the key climate change science findings in the IPCC Fourth Assessment Report?
23) What is Australia doing to address climate change impacts
Marika Marlow
AEUSA Environment Conference 2016
15
Some Learning Activities re Climate Change
Climate terminology
Average: An arithmetical mean quantity, calculated by adding all the numbers (the collected data) and then dividing this sum by how
many numbers there were.
Climate: The average conditions of the atmosphere at a given place (usually calculated over a 30 year period).
Drought: An extended period of time over which a place experiences lower than expected (average) rainfall.
Evaporation: The process by which liquid water becomes a vapour.
Precipitation: Any form of moisture in the atmosphere that falls to earth (snow, sleet, hail or rain).
Rainfall: Moisture in the atmosphere that falls to earth as liquid water.
Rainfall variability: The degree to which rainfall varies, over a period of years, from the average.
Weather: The condition of the atmosphere, over the short term, at a given place.
 Get the facts: Teachers lead discussion concerned with Australia’s climate and the impact of increased temperatures.
brainstorm how this will impact on the environment in terms of changes in rainfall and rising sea levels.
 What effect will this rise in temperature have on the Australian climate and environment?
 How does this affect the people and the land (emotionally, economically and quality of life)?
class
 Students investigate climate change individually, in pairs or in groups to find answers to the following:
 What is climate change?
 What is the difference between climate change and global warming?
 During the past 100 years what has been the average global temperature increase?
 What has been the average temperature rise in Australia since the middle of the twentieth century?
 Why is the absorption of CO2 in the ocean harmful to coral?
 How much has the global average sea level increased between 1870 and 2007?
 What is the biggest source of greenhouse pollution?
 How are greenhouse gases warming up the planet?
 A carbon footprint can be defined as the total set of greenhouse gas emissions caused by an organisation, event, product or person.
 Find out how much you and your family contribute to greenhouse emissions by assessing what your Carbon footprint is at http://www.epa.vic.gov.au/ecologicalfootprint/calculators/personal/page1.asp
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 Explain the results of your carbon footprint to the rest of the class by doing one of the following:
 creating a graph or chart
 doing a drawing
 giving a short talk
 taking photographs
 making a model, and
 making a video climate change. (A possible assessment task wherein students are responsible for the design, production and
dissemination of a video focusing on a sustainability issue for a nominated target group. Students could then engage in peer
assessment processes.)
 Sustainable Energy Alternatives
 Students investigate some sustainable energy transformations and understand the necessity for finding alternative sources of
energy
 Create a poster advertising support for their form of renewable energy, including graphics/illustrations and a brief text to
persuade viewers
 Create a written text about their chosen source of energy. They include where it is being used at present, any environmental
conditions necessary, disadvantages (e.g. wind turbines being unsightly), suitability for domestic use/business
 Students construct a timeline highlighting the history of one renewable energy resource over the last 100 years. They include at
least 12 facts about the history of the energy resource, and include photos or illustrations of the resource's history.
 Reduce, recycle reuse ( re ACARA core curriculum priority – sustainability)
 Discuss the meaning and importance of recycling in terms of sustainability for the earth.
 Make a list of the things around the home and classroom that can be recycled
 Discuss the various benefits for recycling.
 Over a week record / graph the most common types of waste produced in your house/school Students compile a list of
what goes into the bin at school and/or home. Talk about how students might record their information and work together to
design a recording chart for them to collect their information. An example can be found at
http://recyclingnearyou.com.au/documents/Unit13.pdf page 6 (activity sheet 37).
 In class use a Mindmap learning strategy to identify which items can be recycled, reused or reduced. What is this waste made
from? www.sustainability.vic.gov.au/resources/.../Info3_The_3Rs.doc
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 Application (A) Research (R)
Students
 evaluate information they have found that presents contrasting opinions. Does their work show and compare different
viewpoints and evidence?
 Make judgements about how to deal with conflicting information.
 Consider the motives of the author(s) of the information gathered.
(R)Students research a geographical region that has experienced significant climate change in the past and report on
 What were the ecosystems like in the past?
 What was the climate like?
 What caused the changes? Were they influenced by man, or was it a natural event?
 What resources did the people in the region use?
 How did their behaviour change?
 What might the region be like in the future?
(A)Write a letter addressed to a person who lived in the region before it changed containing from the future, including your
opinion on how the behaviour of the region’s inhabitants might have directly or indirectly contributed to the climate change, with
recommendations of appropriate action they can take to address climate change.
 What is the purpose of your letter? – to warn, to persuade, to inform
 What evidence will you include?
 Will the tone of your work be serious or comical? Grim, pessimistic, hopeful, or cautionary? Your tone should clearly
communicate to your audience how you want them to react. Do you want them to act, think or to change their minds?
 self-assessment and reflection activity. Guiding questions
How is weather related to climate?
How easy is it to see climate change on a day-to-day basis?
What are the challenges involved in predicting how climate will change in the future?
How might my behaviour be influencing global changes? How will these global changes impact on climate?
What challenges might I or future generations have to face in years to come when climate changes?
Which piece of work am I most satisfied with? How could I further improve it?
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Australian Curriculum Mapping
http://www.coolaustralia.org/
Unit of work: Earth Hour. In this activity students work in groups to create a short documentary or film about climate change, in particular its impacts, risks
and the personal actions that can be taken to fight climate change. Students present their videos to the class. This lesson meets selected Australian Curriculum
outcomes for Years 5 and 6 in the subjects of English and Geography.
http://www.coolaustralia.org/activity/earth-hour-2015-climate-change-and-food-documentary-year-5-6/
Topic: Earth Hour, Climate change.
Time required: 60 mins x 2
Level of teacher scaffolding: Medium – Lead students in outdoor activity, initiate class discussion, oversee activities.
Resources required: Internet access and computers/tablets for students.
Consequence wheel (concentric circles) - to explore the consequences that can follow from actions or issues in the present. Begin by deciding on a issue that you think is
important. Place this issue in the centre of the consequence wheel. Then, explore this issue by asking the question “What are the immediate consequences?” Write these
immediate consequences in the inner ring around the main issue. Link each consequence to the main idea with a single line. This indicates that they are first order
consequences. Continue exploring second, third and fourth order consequences using the outer circles.
Ranking ladder - to rank your ideas from most important (on the top rung) to least important (on the bottom rung).
storytelling / Animation guidelines/ Making a short film.
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Brainstorm and Come up with an idea.
Storyboarding and writing a script - means visually planning your film. Sketch out scenes from your film showing characters and events. Add ideas you have for
visuals and audio (such as music or sound effects). When you’re happy with the structure and flow of your film, you can write your script.
Make the story punchy and brief - too long and you will lose your audience
Engage your audience -if your story is hard to understand, people will not be able to engage with it.
Think carefully about your characters - they act as a guide for the audience, leading them into the story and giving them a better understanding of what is going
on.
Stay one step ahead of what the audience expects - Telling an unexpected story or providing a twist will help engage your audience.
Include Humour - Humour will give your audience a positive impression.
Sound effects and music - good sound effects can enhance your visuals,
planning/making what sets, props and costumes you will need.
Editing and post production. pull all your scenes together. Use editing software to: Put the scenes together, Add music, edit sound (be sure to use
music not restricted by copyright), Add special effects , Add credits
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Indigenous perspective and investigation of how have actively managed savanna areas using fire.
Digital technology opportunities: Digital sharing capabilities, acquiring information from website to complete activities.
Keywords: Climate change, future, present, nature, environment, visual storytelling.
Content descriptions: This lesson can be used across multiple strands of the Australian Curriculum, including Year 5 English
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Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced (ACELT1612)
Create literary texts that experiment with structures, ideas and stylistic features of selected authors (ACELT1798)
Year 5 HASS – Geography
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The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places (ACHASSK112)
Year 6 English
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Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways (ACELT1618)
Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and
word choice (ACELT1800)
Year 6 Science
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Sudden geological changes and extreme weather events can affect Earth’s surface (ACSSU096)
Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and reflects historical and cultural
contributions (ACSHE098)
Year 5 & 6 PDHPE

Explore how participation in outdoor activities supports personal and community health and wellbeing and creates connections to natural and built environments
(ACPPS059)
General capabilities: Critical and creative thinking, Literacy, Personal and social capability.
Cross-curriculum priority: Sustainability OI.7., OI.9.
Syllabus Outcomes: EN3-7C, EN3-2A, ST3-9ES, ST3-4WS, ALS3.6.
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Some resources to start you on your way to designing and planning learning activities
for your students..........,
http://www.theweathermakers.org/pdf/tacc.pdf
http://portal.environment.wa.gov.au/pls/portal/docs/PAGE/DOE_ADMIN/GREENHOUSE_REPOSITORY/TAB6327544/CCHANGEPMY_10.PDF
Education for Sustainability James Cook University
http://libguides.jcu.edu.au/content.php?pid=218339&sid=1970210
climate change images - stimulus for discussion
http://practicalaction.org/climate-change-image-gallery
http://practicalaction.org/conceptcartoons-climatechange
http://practicalaction.org/flooding-1
http://practicalaction.org/climate-change-resources
Teacher Resources IWB T
http://www.infinitepower.org/pdf/No8%2096-818B.pdf
Wind power information and activities
http://sydney.edu.au/science/uniserve_science/school/sciweek/2005/
http://www.exploratorium.edu/climate/primer/
Links to energy resources
Comprehensive site about Global Climate Change
Student Resources IWB S
http://www.ecokids.ca/pub/fun_n_games/printables/activities/assets/energy/alternative_energy.pdf
Great reading on future of renewable energy http://www.energex.com.au/switched_on/being_green/being_green_greenhouse.html Australian
site Greenhouse
http://www1.curriculum.edu.au/sciencepd/energy/index.htm
Australian site links to sustainable energy
http://www.energyquest.ca.gov/story/chapter16.html wind energy
http://www.energyquest.ca.gov/story/chapter14.html ocean energy
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http://www.energyquest.ca.gov/story/chapter20.html hydrogen fuel cells
http://www.energyquest.ca.gov/story/chapter11.html geothermal energy
http://geothermal.marin.org/pwrheat.html geothermal energy
http://www.energyquest.ca.gov/story/chapter12.html hydro-electricity
http://www.eia.doe.gov/kids/energy.cfm?page=2 Renewable and non-renewable energy sources
http://www.energyquest.ca.gov/story/chapter19.html energy conservation
http://www.energex.com.au/switched_on/info_for/info_primary_6-9.html
ideas for activities. Sustainable energy
http://www.energex.com.au/switched_on/info_for/info_primary_4-5.html ideas for activities. sustainable energy
http://www.urbanecology.org.au/topics/biodiesel.html bio-diesel
http://tiki.oneworld.net/energy/energy8.html
http://www.tvakids.com/teachers/pdf/renewable_middle.pdf
http://www.darvill.clara.net/altenerg/
Connect to lots of on-line quizzes about renewable energy
http://www.csiro.au/greenhouse-gases/
http://www.environment.nsw.gov.au/sustainableschools/cross-curriculum.htm
http://www.environment.nsw.gov.au/sustainableschools/teach/climatechange.htm
http://www.coolaustralia.org/curriculum-materials/#body-wrapper
http://www.coolaustralia.org/activity/earth-hour-2015-impacts-drought-floods-smartboard-lesson/
yr ¾
http://www.coolaustralia.org/activity/earth-hour-floods-droughts-affect-environment-year-3-4/
http://www.coolaustralia.org/unit/climate-change-year-1-2/
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http://www.coolaustralia.org/activity/earth-hour-2015-climate-change-and-food-documentary-year-5-6/
Tech]
English, geography, design and
http://www.coolaustralia.org/student-toolbox/
Pacific adventures of the Climate Crab https://www.youtube.com/watch?v=14C54xykXy4
https://www.youtube.com/watch?v=AMthanwiOWE
splash.abc.net.au/home#!/media/1542385/make-no-bones-about-ocean-acidification
http://splash.abc.net.au/home#!/media/30969/polar-bear-survival
http://splash.abc.net.au/home#!/topic/494500/bush-tucker http://splash.abc.net.au/home#!/media/30798/understanding-bush-foods
http://www.bom.gov.au/climate/pacific/index-pacific.shtml pacific-Australia Climate Change Science and Adaptation Planning Prog
http://www.climatechangeinaustralia.gov.au/en/climate-projections/climate-analogues/analogues-explorer/
http://www.bom.gov.au/climate/change/?ref=ftr#tabs=Tracker&tracker=extremes-trend-maps BOM site tracking data 1910 - present
http://www.environment.gov.au/climate-change
http://www.environment.gov.au/climate-change/publications/factsheet-tracking-to-2020-april-2016-update
http://www.bom.gov.au/climate/current/
recent climate – reports and summaries
http://www.bom.gov.au/climate/annual_sum/2015/Annual-Climate-Report-2015-LR.pdf climate reports 2001 – 2015 clip
http://www.climatechangeinaustralia.gov.au/en/
https://www.science.org.au/files/userfiles/learning/documents/climate-change-r.pdf
https://www.youtube.com/watch?v=tX68MzQ05IM
climatekids.nasa.gov/menu/weather-and-climate/https://www.youtube.com/watch?v=tX68MzQ05IM
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http://climatekids.nasa.gov/weather-and-climate-gallery/
http://climatekids.nasa.gov/greenhouse-cards/
https://www.youtube.com/watch?v=HdwKOZjuukM video clip climate change - Teachers TV – the causes
https://www.youtube.com/watch?v=VTfgNFz1DBM what can you do about climate change video clip 2013 pacific
institute for climate solutions PICS
https://www.youtube.com/watch?v=ifrHogDujXw 2015 climate change explained video
https://www.youtube.com/watch?v=gE7vkCz39eg 2015 our climate change video WWF
Saving Planet Earth Stop Climate Change - National Geographic HD -Documentary films 2015
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Steps in Scientific Method
http://spaceplace.nasa.gov/menu/activities/
1. One Way to Do Science... Pick a topic.
2. Try to find out what people already know about it.
3. Do one of these:
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State a hypothesis related to the topic. That is, make a cause-and-effect-statement that you can test using the scientific
method.
http://spaceplace.nasa.gov/science-fair/en/#/review/science-fair/scientific-method.html
Explain something.
Make a plan to observe something.
4. Design and carry out your research, keeping careful records of everything you do or see.
5. Create an exhibit or display to show and explain to others what you hoped to test (if you had a hypothesis) or what question you
wanted to answer, what you did, what your data showed, and your conclusions.
6. Write a short report that also states the same things as the exhibit or display, and also gives the sources of your initial
background research.
7. Practice describing your project and results, so you will be ready for visitors to your exhibit at the science fair.
Scientific method http://spaceplace.nasa.gov/science-fair/en/#/review/science-fair/scientific-method.html
Step 1. You see something and wonder what is happening or how it happens. Ask a question or make a statement that you can test by
an experiment. This statement is called a hypothesis. The hypothesis defines the purpose of your experiment.
For example:
Observation: My kitten plays with the yellow ball more than the dangling black feather.
Hypothesis: Kittens are more attracted to light-coloured objects than darker ones.
Step 2.Define the parts of your experiment that will change. These are called variables.
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For example:
Variable 1: The colour of the object (yellow or black).
Variable 2: The type of object (ball or feather).
Define the parts of your experiment that will not change. These are called controls.
For example:
Control 1: The kittens used as test subjects.
Control 2: Amount of time of each test.
Step 3.Find out what people have already said or written about the subject. Has anyone else done an experiment to see what colors
cats like most? Even so, you can still repeat their experiment or do your own to see if you get the same result.
Step 4.Think of an experiment to test the hypothesis.
See whether kittens prefer yellow or black toys. See whether kittens prefer a ball or a feather. Try to find out, is it the color or the
type of toy that matters most to kittens? Or do they just like to play with anything and don't care what?
Make a step-by-step list of what you are going to do. For example:
Place a yellow ball in the centre of the floor and a black feather dangling on a string at kitten level.
Place a kitten in the room with the toys for 15 minutes.
Watch to see which toy the kitten plays with most.
Record the time spent with each toy.
Repeat with other kittens.
Repeat all the steps with a black ball and a yellow feather.
Step 5. Now do the experiment and carefully record the data.
Step 6. Figure out what the data means. Do any calculations needed or draw graphs to help you make sense of the data.
Does your data show that the kittens preferred one colour over the other, or one toy over the other? You may find that the kittens
liked the yellow ball and the yellow feather best. Or the black feather and the yellow feather. Or the yellow ball and the black ball. Or
you may see no pattern at all, and that's OK!
Step 7. Draw conclusions and write a report.
Did the data you collected support your hypothesis or not? Is there any reason to think there might be errors in your results? If the
data did not support your hypothesis, what are some other hypotheses you might test to explain your initial observations? What
further research could you or someone else do to verify your results?
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