ac_geog_yr4_unit_overview.doc | |
File Size: | 454 kb |
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Learning goal: to understand the concept of sustainability by exploring the importance of different environments to both people and other living things.
The inquiry questions for the unit are:
Achievement standard:
By the end of Year 4, students describe and compare the characteristics of places in different locations at the national scale. They identify and describe the interconnections between people and the environment. They describe the location of selected countries in relative terms and identify simple patterns in the distribution of features of places. Students recognise the importance of the environment and identify different views on how to respond to a geographical challenge.
Students develop geographical questions to investigate and collect and record information and data from different sources to answer these questions. They represent data and the location of places and their characteristics in simple graphic forms, including large-scale maps that use the cartographic conventions of scale, legend, title and north point. They describe the location of places and their features using simple grid references, compass direction and distance .Students interpret data to identify spatial distributions and simple patterns and draw conclusions. They present findings using geographical terminology in a range of texts. They propose individual action in response to a local geographical challenge and identify the expected effects of their proposed action.
The inquiry questions for the unit are:
- How does the environment support the lives of people and other living things?
- How do different views about the environment influence approaches to sustainability?
- How can people use places and environments more sustainably?
Achievement standard:
By the end of Year 4, students describe and compare the characteristics of places in different locations at the national scale. They identify and describe the interconnections between people and the environment. They describe the location of selected countries in relative terms and identify simple patterns in the distribution of features of places. Students recognise the importance of the environment and identify different views on how to respond to a geographical challenge.
Students develop geographical questions to investigate and collect and record information and data from different sources to answer these questions. They represent data and the location of places and their characteristics in simple graphic forms, including large-scale maps that use the cartographic conventions of scale, legend, title and north point. They describe the location of places and their features using simple grid references, compass direction and distance .Students interpret data to identify spatial distributions and simple patterns and draw conclusions. They present findings using geographical terminology in a range of texts. They propose individual action in response to a local geographical challenge and identify the expected effects of their proposed action.
Lesson 1. Discuss the following quote
“We are living as if we have an extra planet at our disposal. We are using 50 per cent more resources that the Earth can sustainably produce and unless we change course, that number will grow fast — by 2030 even two planets will not be enough.”
Quote from Jim Leape, Director General of World Wildlife Fund (WWF)
Sustainability explained through animation,
Watch · www.youtube.com/watch?v=B5NiTN0chj0
“We are living as if we have an extra planet at our disposal. We are using 50 per cent more resources that the Earth can sustainably produce and unless we change course, that number will grow fast — by 2030 even two planets will not be enough.”
Quote from Jim Leape, Director General of World Wildlife Fund (WWF)
Sustainability explained through animation,
Watch · www.youtube.com/watch?v=B5NiTN0chj0
Brainstorm - bubblus
Sustainability - not harming the environment
- look after after nature
- reduce dependence on fossil fuels
-reduce dependence on chemicals
waste less - use less -pollute less - create more things we value
recycle - reuse
Examine website:
http://www.recyclenow.com
By reducing our waste, reusing things and recycling more, we can help to live more sustainable lives.
By buying goods from local, sustainable sources and by ensuring that transport and packaging costs are low, you are helping reduce the waste you produce. Think about the things that you buy – Do you really need them? Where have they come from? How will you transport them home and will you actually use them? – so that you become a ‘conscious shopper’. Even small steps, like reusing carrier bags and taking long life ones with you to the supermarket, help contribute to a more sustainable way of life.
Reduce
Think about how often you use appliances within the home and, where possible, reduce your use. By reducing the amount of household electricity you use, you will save money, but more importantly, help to save energy.
- Reuse
Rather than throwing things away, think about how they can be repaired or reused. Many household objects can be used for something else:
-
- Do not buy and cook more food than you need. This prevents wasting money and the energy used to cook
it too.
- - Think about the packaging your food and other products come in, as this contributes to the amount of
waste in our landfills.
- - Rather than throwing things away, think about how they can be repaired or reused. Many household objects can be used for something else:
- Donate things that are in a good condition, but that you no longer use, to local charities rather than
throwing them away. Also think about how you can buy second-hand goods from charities, instead of new from shops.
Swapping clothes and goods can also be fun and has grown in popularity over the last few years. There are many online sites dedicated to swapping, as well as events in some areas. What you no longer want others may get benefit by re-using them. Think about the vintage clothes that are now back in fashion. Re-using can be great!
- Recycle
Recycling is the process of finding a new use for something that’s been used or isn’t useful anymore, by converting it into its raw (original) state and then using it to make a new product. - What can be recycled?
-
- Aluminium cans
- Glass
- Plastic bottles and some packaging
- Yoghurt pots
- Paper and card
- Batteries
- TVs and computers
• White goods (fridges, freezers) - • Clothes and shoes
• Printer cartridges
• Garden waste and food scraps
- How recycling works
Recycling works by taking a used item and making something new out of it. This new product might be the same thing, or it might be something different. For example, a recycled aluminium can could be made into another can, or it could even be made into the metal part of an aeroplane! Some high street stores make great quality clothing from recycled products; some even make schoolwear from recycled plastic cups!
When the new product is not as good as the previous one, it is called down-cycling. Eventually the item will not be able to be recycled anymore, as the quality of the raw material will no longer be good enough to make new products, but many goods can be recycled several times.
- http://www.nationwideeducation.co.uk/www/index.php#
Rather than throwing things away, think about how they can be repaired or reused. Many household objects can be used for something else:
-
- Do not buy and cook more food than you need. This prevents wasting money and the energy used to cook
it too.
- - Think about the packaging your food and other products come in, as this contributes to the amount of waste in our landfills.
- - Rather than throwing things away, think about how they can be repaired or reused. Many household objects can be used for something else:
- Donate things that are in a good condition, but that you no longer use, to local charities rather than
throwing them away. Also think about how you can buy second-hand goods from charities, instead of new from shops.
Swapping clothes and goods can also be fun and has grown in popularity over the last few years. There are many online sites dedicated to swapping, as well as events in some areas. What you no longer want others may get benefit by re-using them. Think about the vintage clothes that are now back in fashion. Re-using can be great! - Recycle
Recycling is the process of finding a new use for something that’s been used or isn’t useful anymore, by converting it into its raw (original) state and then using it to make a new product. - What can be recycled?
-
- Aluminium cans
- Glass
- Plastic bottles and some packaging
- Yoghurt pots
- Paper and card
- Batteries
- Aluminium cans
- TVs and computers
• White goods (fridges, freezers) - • Clothes and shoes
• Printer cartridges
• Garden waste and food scraps - How recycling works
Recycling works by taking a used item and making something new out of it. This new product might be the same thing, or it might be something different. For example, a recycled aluminium can could be made into another can, or it could even be made into the metal part of an aeroplane! Some high street stores make great quality clothing from recycled products; some even make schoolwear from recycled plastic cups!
When the new product is not as good as the previous one, it is called down-cycling. Eventually the item will not be able to be recycled anymore, as the quality of the raw material will no longer be good enough to make new products, but many goods can be recycled several times.
Lesson 2. Smart resources
A resource is defined as anything obtained from the living or non-living environment to meet human needs and wants. Some resources can run out - like coal which is mined form beneath the earth and used to make electricity. These resources are called non-renewable resources. Others like fish caught form the ocean and eaten for food should never run out because they keep reproducing. These are called renewable resources and they are definitely the 'smart alternative'. 'Smart' because, if carefully managed, they can last forever. (Renewable resources still have the potential to be destroyed - species extinction results in the loss of a renewable resource).
We have to start thinking about alternatives for those non-renewable resources which we are currently taking from our environment before they run out. For example, coal is burned to make electricity. Once it is burned it is gone forever as a resource while producing a lot of pollution as a by -product. One day all the coal in the world will be gone. So scientists have discovered other ways to make electricity, including:
-wind power
-solar power
-moving water power
-geothermal power (heat from below the earth's surface).
These are all renewable resources because they do not run out. They are smart alternatives to using resources that will run out. Plus there are no nasty pollution by-products like there are in burning coal. So the more we use these alternatives 'smart' electricity sources and the sooner we stop using resources like coal, the better.
Questions:
What is a resource?
What are resources that can run out called?
What are resources that do not run out called?
Why are alternative electricity resources 'smart'?
www.populationinstitute.orghttp://www.lead.org/about/about-our-mission
A resource is defined as anything obtained from the living or non-living environment to meet human needs and wants. Some resources can run out - like coal which is mined form beneath the earth and used to make electricity. These resources are called non-renewable resources. Others like fish caught form the ocean and eaten for food should never run out because they keep reproducing. These are called renewable resources and they are definitely the 'smart alternative'. 'Smart' because, if carefully managed, they can last forever. (Renewable resources still have the potential to be destroyed - species extinction results in the loss of a renewable resource).
We have to start thinking about alternatives for those non-renewable resources which we are currently taking from our environment before they run out. For example, coal is burned to make electricity. Once it is burned it is gone forever as a resource while producing a lot of pollution as a by -product. One day all the coal in the world will be gone. So scientists have discovered other ways to make electricity, including:
-wind power
-solar power
-moving water power
-geothermal power (heat from below the earth's surface).
These are all renewable resources because they do not run out. They are smart alternatives to using resources that will run out. Plus there are no nasty pollution by-products like there are in burning coal. So the more we use these alternatives 'smart' electricity sources and the sooner we stop using resources like coal, the better.
Questions:
What is a resource?
What are resources that can run out called?
What are resources that do not run out called?
Why are alternative electricity resources 'smart'?
www.populationinstitute.orghttp://www.lead.org/about/about-our-mission
Scootle resource: Aim to sustain
https://schoolsequella.det.nsw.edu.au/file/d084422f-785a-4eb4-b54a-dbd8087bd0fb/1/13240.zip/13240/index.htm
https://schoolsequella.det.nsw.edu.au/file/d084422f-785a-4eb4-b54a-dbd8087bd0fb/1/13240.zip/13240/index.htm
The Problem with waste
- How much waste do we produce in Australia?
- Which countries are the highest produces of waste?
- Additional websites that may be useful: http://www.eco2greetings.com/c/most-wasteful-countries/ http://www.hauladay.com/top-10-garbage-producing-countries/
- What happens to our waste? Create table – Bury, burn, recycle
- Bury, burn, recycle Have students add new definitions to their table where appropriate.
- Natural Resources – What are natural resources? How do we use them? Where do they come from?
- Create table for the following
- What are renewable resources?
- What are some examples of non-renewable resources?
- Which resource is better to use to help the environment?
Watch the movie WALL-E: https://www.youtube.com/watch?v=zgTYvQ-lo5c
WALL-E, short for Waste Allocation Load Lifter Earth-class, is the last robot left on Earth. He spends his days tidying up the planet, one piece of garbage at a time. But for 700 years, WALL-E has developed a personality, and he's more than a little lonely.
Collaborative discussions about:
Movie: WALL-E
https://www.youtube.com/watch?v=zgTYvQ-lo5c
WALL-E, short for Waste Allocation Load Lifter Earth-class, is the last robot left on Earth. He spends his days tidying up the planet, one piece of garbage at a time. But for 700 years, WALL-E has developed a personality, and he's more than a little lonely.
Collaborative discussions about:
- Importance of looking after the environment
- The interconnections between people, waste and the impact on the environment.
Movie: WALL-E
https://www.youtube.com/watch?v=zgTYvQ-lo5c
IMAGINING THE FUTURE How do the students imagine the future? What might be different? What are the things that will probably stay the same?
THE ENVIRONMENT
Listen to the song played in the film’s final credits (Down to Earth by Peter Gabriel). What is the message of the lyrics?
https://www.youtube.com/watch?v=zWOLkCb5zo8
THE IMPORTANCE OF THE ENVIRONMENT Follow up the discussion that preceded the screening of the film. How has Wall-E added to the students’ understanding of environmental issues? How did the film deal with the importance of cooperating to protect the environment?
ACTIVITIES Work in groups to suggest ways that people can join together to make the world a better place. Present ideas on a poster that can be placed in a public space. Each group can suggest a way for the school community to improve the school environment. These ideas can be published in the weekly Newsletter.
TASK: Create a poster using the character of Wall-E to encourage people to care for the environment.
Use key questions:
How can we manage our resources today?
How can we reuse our resources?
How can we reduce the resources we use?
THE ENVIRONMENT
- What are the things we need to do now to make sure that the world of the future is a good place to live?
- Make a list of the things the students and the school community are already doing to live sustainably. Sometimes a small effort can make a big difference.
- What extra ideas do the students have?
- Why is it so important that people cooperate to care for the environment?
Listen to the song played in the film’s final credits (Down to Earth by Peter Gabriel). What is the message of the lyrics?
https://www.youtube.com/watch?v=zWOLkCb5zo8
THE IMPORTANCE OF THE ENVIRONMENT Follow up the discussion that preceded the screening of the film. How has Wall-E added to the students’ understanding of environmental issues? How did the film deal with the importance of cooperating to protect the environment?
ACTIVITIES Work in groups to suggest ways that people can join together to make the world a better place. Present ideas on a poster that can be placed in a public space. Each group can suggest a way for the school community to improve the school environment. These ideas can be published in the weekly Newsletter.
TASK: Create a poster using the character of Wall-E to encourage people to care for the environment.
Use key questions:
How can we manage our resources today?
How can we reuse our resources?
How can we reduce the resources we use?
In teams, Students will join together to create a upcycle / recycled exhibition.
Persuasive Posters
Students develop posters to encourage members of their school community to Reduce, Reuse and Recycle.
Posters should reflect their learning and new understandings.
Persuasive Posters
Students develop posters to encourage members of their school community to Reduce, Reuse and Recycle.
Posters should reflect their learning and new understandings.
Final Assessment
term_2_geography_assessment.docx | |
File Size: | 129 kb |
File Type: | docx |