Unit of Work Overview: Sustainable Students Sustainable Schools

The unit creates relevant and insightful learning filled with inquiry based and interactive opportunities within a real world context that is meaningful
and beneficial to students. The Sustainability theme focuses on implementing student-designed strategies to create a sustainable school
environment. The unit follows Earth Hour! stimulus for investigation. This integrated unit fosters deep understanding in Science, English and HSIE
whilst developing informed and conscientious global citizens committed to making a difference within their local environment addressing the cross
curriculum priority of sustainability. This unit is tailored to the class needs. It has a strong focus on open-ended tasks, flexible teaching experiences
and student based learning ensuring all students achieve the outcomes. Student needs are catered to by implementing ICT and research tasks
extending from prior learning as well as providing a flexible learning environment enhancing group work. Individuals needs are addressed through
differentiation. Sources provided are of varying complexity to make content more accessible to different ability levels allowing students to
demonstrate their full potential whilst also providing opportunities for extension. This programs fosters student inquiry and discovery of sustainability
and the role they have in society and promotes making a positive difference intrinsically motivating students to further develop their learning.
Authentic continuous assessment integrated across all aspects of the program is designed to enhance student learning and achieve outcomes. Week
6 content contributes towards a week 10 rich task. The unit encourages students to set learning goals in relation to syllabus outcomes & identify
what they have learnt and what they still need to learn and act on feedback. (NSWBOSTES n.d)
Assessment is used for learning when the teacher provides instant verbal feedback on activities. The teacher informally clarifies student learning and
understanding whilst helping students judge if they have sufficient information to start the next task. Verbal feedback motivates students to improve
their work. The teacher encourages self-assessment asking questions to stimulate student self-evaluation. Assessment for learning occurs when
students informally assess peers providing the opportunity to offer advice on improvements. Assessment as learning takes place when students
assess their own learning occurring simultaneously with the assessment for learning as they evaluate their learning and set goals to extend learning.
Assessment of learning occurs when students complete the summative task implementing their strategies. Students are supplied with assessment
instructions and a marking criteria so outcome and standard expectations are made clear. Students synthesise their knowledge drawing links between
current school practices, sustainable strategies and persuasive language to support their implementation. This summative assessment allows the
teacher to distinguish the students level of understandings and application of learning according to the outcomes. This embedded form of
assessment allows for greater evaluation of students learning as well as act as a diagnostic tool for the teacher to reflect on and review the relevance
and effectiveness of the learning experiences.
There has been a strong focus on seamlessly integrating ICT in the unit as the curriculum cycle should reflect the needs of a 21st century classroom.
The students expressed keen interest in making full use of the new ICT available. Aside from extrinsically motivating students who want to use
technology and engaging them with authentic tasks the use of ICT will provide relevant sources of knowledge on sustainability through a teacher
constructed Weebly site. The Weebly enables a student driven task as they research key inquiry questions. The weebly provides links to ability level
appropriate resources such as websites, videos and images that guide learners thus providing a structured introduction to researching whilst still
allowing students the freedom to select sources. Google Docs is another ICT tool used that is a time efficient method allowing students to work
collaboratively on an online document that can be printed and distributed to all group members allowing time to be focused on researching as
opposed to note taking.
Outcomes:
ST2-11W Describes the ways that science knowledge helps people understand the effects of their actions on the environment and on the survival of
living things.
ENS2.6 Describes peoples interactions with environments and identifies responsible ways of interacting with the environment.

EN2-11D Responds to and composes a range of texts that express viewpoints of the world similar to and different from their own.
Indicators:
1. Uses science knowledge to inform responsible and sustainable strategies promoted to the school community to improve the school environment.
2. Responds to texts composed by others to acquire an understanding of how other people and groups have acted sustainably.
3. Creates and implements persuasive strategies to express viewpoints to their peers and school.

Date: 18.05.2015 22.05.2015

Time

KLA & Outcome

Lesson 1:
Sci: ST2-11W (A)
Describes the ways
Mon
that science
9:30knowledge helps
10:15
people understand
the effects of their
actions on the
environment and on
the survival of living
things.
HSIE: ENS2.6 (B)
Describes peoples
interactions with
environments and
identifies
responsible ways of
interacting with the
environment.
Eng: EN2-11D (C)
Responds to and
composes a range
of texts that express
viewpoints of the

Stage: Two

Year: Four

Topic: Sustainability

Section: Week 6 of 10

*Ss: students M: Modified C: Core E: Extension

Teaching and Learning Experience
Differentiation
Resources /
Modified (M) Core (C)
Organisation
Extension (E)
(A) Ss use science knowledge to Improving our school: Our Findings
Groups: same ability
- Surveys and
understand and explain the effect Ss divided into groups and assigned a
strands but with a mix of observation
of water use / energy use / waste topic: Electrical energy, waste
Ss from both ends of that notes from the
on the school environment.
management or water conservation.
strand. E.g. S who just
previous lesson
As: Asses mind map clearly
sits in the core strand
are referred to.
answers prompt Q6
Ss have already learnt about these topics with a Ss who is almost - 1 sheet of
(B) Ss represent, via mind map,
as a class. Ss investigated the schools
an extension Ss. This is poster paper per
the school communitys current
use in these areas through surveys and so the topic information group.
interaction with the environment in observations. As a continuation in expert provided can cater for Ss - Art centre
areas of waste management/
groups Ss evaluate findings (surveys and ability.
resources.
water consumption / energy
observation notes) and represent them in
- Posters to be
consumption As: Assess mind
a mind map. Ss report back to class.
- Richard and Brooke
put on display in
map clearly answers prompt
work with an SLSO on a room.
Q1&2/3-5
Prompt Q:
modified waste task.
(C) Compose a visual text (mind
1. M What waste is there in our school? - 3 Ss per group
Pretend to draw
map) that includes aspects of 2. M What do we do with our waste?
M 1 group for waste.
groups and
school life. Of: Assess mind map is 3. C/E Where is water/energy used in our C 4 groups for water.
topics out of hat
relevant to school.
school?
E 3 groups for energy.
to appear
4. C/E How often is it used at school?
Each E group has a
random but
For: Provide instant verbal
have groups pre
feedback informing Ss if enough 5. C/E Do we have any systems already gifted S.
in
place
to
save
water/energy?
planned.
information is provided, allow S to
6.
M/C/E
What
affect
does
this
have
on
Pair
(group)
and
share
continue adding information if
our school environment?
ensures Ss have access
necessary.
to all content.
Indicators & Assessment (For,
As, Of) Strategy

world similar to and

different from their
own.

Lesson 2:
Sci: ST2-11W (A)
Tues
Describes the ways
9:30 that science
10:30
knowledge helps
people understand
the effects of their
actions on the
environment and on
the survival of living
things.
HSIE: ENS2.6 (B)
Describes peoples
interactions with
environments and
identifies
responsible ways of
interacting with the
environment.

Lesson 3:
Sci: ST2-11W (A)
Wed
Describes the ways
9:30that science
10:30
knowledge helps
people understand
the effects of their
actions on the
environment and on
the survival of living

(A) Ss demonstrate an
understanding that scientific
knowledge has allowed people to
learn about the effect of their
actions on the environment and
consequently create solutions to
minimize harm to the environment.
(B) Ss take note of other peoples
responsible interactions with the
environment and apply them to
their own environment.
(A&B) For: Collection and informal

marking of Ss research notes.

Inform Ss if they have enough
information or need to continue
researching.
(A)As: Ss answers inquiry Q1&4
(B)As: Ss answers inquiry Q 2&3

(A) Ss educate wider school

community by promoting their
strategies.
(B) Ss design 3 creative
responsible ways to interact with
the school environment.

Improving our school: Researching

The Weebly website
sustainable practices.
information is aimed at
Using the Weebly link Ss research their
the ability level of the Ss
topic and ways to manage waste, water with some sources
or energy. T first discusses with Ss how aiming to extend Ss.
to research. Ss complete a worksheet to The E groups can
guide note taking.
additionally conduct their
Ss assigned group roles e.g. ICT
own research using the
manager, scribe, productivity monitor to internet or library.
help improve Ss motivation and focus.
Ss are given a worksheet
containing a table with
the inquiry questions and
Inquiry Q to guide research:
space to note findings.
1. What have other groups done to
Question language
manage waste / conserve water /
varies based on ability
conserve energy?
level.
2. Can we do this at our school?
3. How can we do this at our school?
4. How do these actions affect our
environment and the survival of living
things?
Improving our school: Applying
Ss work in same ability
research to findings.
grouping and then mix
Lesson 3: Based on last lessons findings (jig saw). They share
Ss are given the assessment task and
ideas with each other so
marking criteria. This is explained by the content is accessible to
teacher. Ss access the question scaffold all Ss. Ss can contribute
on google docs so they can tailor the size suggestions, allowing for
of the boxes to fit the amount of
Ss with varying learning
information they need.
abilities and styles to

- Weebly link:
http://sustainabl
estudent.weebly.
com
- Weebly used
on iPads and
laptops.
- Worksheet:
M;1 per group,
photocopy for
each Ss
CE; 1 per
person
- Ss place
worksheet in
Sustainable Ss
Sustainable
School folder (to
be used over 10
weeks)
- Ss are given
the assessment
sheet with the
marking criteria.
- Ss access a
google docs
planning file with
sections for the
following

things.
HSIE: ENS2.6 (B)
Describes peoples
interactions with
environments and
identifies responsible
ways of interacting
with the environment
Eng EN2-12E (C)
recognises and uses
an increasing range
of strategies to reflect
on their own and
others learning
Eng EN2-1A (D)
Communicates in a
range of informal and
Lesson 4: formal contexts by
adopting a range of
Thurs 2-3 roles in group,
classroom, school
and community
contexts.

Ss must develop 3 creative ways to

(Ci) Ss respond to plans of other increase sustainable practices. Ss list 3
practices, clearly identify the benefits of
peer groups according to an
these practices and explain how they can
informal check list criteria.
be implemented into the school
(Cii) Ss summarise groups ideas, environment. Ss then design a creative
report to other groups as experts, plan to promote the implementation of
their sustainable practices. E.g. assigning
clarify the ideas and others
light monitors and placing Dont forget
suggestions and report back to
original groups to make changes to switch me off! signs near lights and
appliances to remind Ss to conserve
to ideas if necessary,
electrical energy.

(Di) Ss take turns as experts and

Ss mix groups and share ideas. Ss from
listeners in discussion.
other groups may suggest ways to
improve strategies (informal assessment
(Dii) Ss communicate in formal
and informal contexts in the school for learning). Ss are given checklist
criteria to assess strategies and guide
community to share their
discussion. The Ss report back to original
strategies.
groups to share suggestions, making
changes if necessary.
Of: T marks informal marking
criteria addressing the following:
Lesson 4: Ss implement plans if possible
e.g. create signs to place around the
(A&B) Ss list 3 sustainable
school, write a letter to T about assigning
practices.
class light monitors. If the practice
requires more adult assistance such as
(A) Ss identify the benefits of
using alternative energy sources, Ss must
write a letter to the P&F or principal
sustainable practices.
explaining their plan.
(A&B) Ss explain how sustainable
practices can be implemented in
the school community.
(D) Ss creatively promote
sustainable practices within the

make contributions that

may not have been
considered yet.

(Language
depends on
ability level):
List 3
Mixed groups:
sustainable
- 2 groups with 1 M S, 2
practices.
E Ss and 2 C Ss
Identify the
- 3 groups with 1 M S, 2
benefits.
C Ss, 1 E S
Explain what
- 1 group with 0 M Ss, 2
you will do to
E Ss, 2 C Ss
implement
them into the
school.
- When
complete Ss
print document
to place in their
Sustainable Ss
Sustainable
school folder.
- When
implementing Ss
can use
resources of
their choice:
posters, write a
letter etc. They
can make these
by hand using
the art center
supplies or use
ICT.

school community.
(C&D) Ss work in groups to share
and develop ideas.
For: information will contribute to
the final rich task in week 10.
Evaluation Questions:
1. Were the outcomes ST2-11W (science), ENS2.6 (HSIE), EN2-11D (English), EN2-12E (English), EN2-1A (English) met at the conclusion of the week to
help students achieve an understanding of the importance of Sustainability, how it relates to the school environment and what the students can do to
enhance a sustainable school environment?
2. Were different learning styles addressed throughout learning tasks to cater for the diverse learning needs of the students? Was the freedom to choose
their own representational form beneficial to hone in on the preferred learning style or did this cause a lack of focus and detail from students?
3. Were the learning experiences successful in establishing adequate levels of knowledge to contribute to the final rich task in week 10? Was sufficient
differentiation provided through task instruction and resources provided?
4. Was the recommended timing of tasks and resources appropriate? Did students have sufficient time and resources to evaluate their school findings and
research their topic in enough depth?
5. Was the assessment successful in meeting the prescribed outcomes and indicators? Did all topics allow students to meet the same indicators and
outcomes in the same way?
6. What changes would need to be made before it is taught again?