Documente Academic
Documente Profesional
Documente Cultură
Primary School
CARING FOR
PLACE, CARING
FOR COUNRTY
Grade 4 Integrated Unit- Sustainability
pg. 2
pg. 2
pg. 7
pg. 8
pg. 11
pg. 12
Unit Overview
pg. 13
Fieldwork Handouts
pg. 21
Fieldwork Map
Teacher handout
Student booklet
Unit Evaluation
-
Unit Justification
-
References
Unit Appendices
pg. 21
pg. 22
pg. 25
pg. 37
pg. 37
pg. 38
pg. 39
pg. 40
pg. 40
pg. 41
pg. 42
pg. 47
pg. 49
Page | 1
M. PRIMARY SCHOOL
Fieldwork/Excursion Approval Form
Rationale
Fieldwork and excursion opportunities are seen as an integral part of the school curriculum as they
enable students to explore, extend and enrich their learning and their social skills development, in a
non-school setting. They are to complement, and are an important aspect of the educational programs
offered at the school. An excursion is defined as any activity beyond the school grounds.
Aims
- To reinforce, complement and extend the learning opportunities beyond the classroom
- To develop an understanding that learning is not limited to school, and that valuable and
powerful learning takes place in the real world.
- To provide a safe, secure learning experience for students in a venue external to the school.
- To further develop social skills such as cooperation, tolerance, communication, individual and
group interaction.
- To further develop problem solving and life survival skills.
- To extend understanding of their physical and cultural environment.
Guidelines for Action
- All out of school activities must be approved by the Principal or Assistant Principal.
- Staff wishing to organise an excursion must complete an excursion proposal form and lodge
this for approval. All fieldwork/excursions must be approved prior to any bookings or the
event taking place. Where a proposal has not been submitted, the excursion or fieldwork will
not run, unless special circumstances are pending. This decision will be made by the Principal
or Assistant Principal. A decision will consider the educational outcome, as well as the impact
on the school for the proposed date.
- The Principal or Assistant Principal will ensure that all transport arrangements, emergency
procedures and staffing comply with DEECD guidelines. Refer to: DEECD Excursion Policy
- Once approved all relevant documentation must be completed. The teacher in charge will
complete the Notification of School Activity three weeks prior to the excursion departure
date, and ensure relevant details are passed onto the Assistant Principal.
www.eduweb.vic.gov.au/forms/school/sal/enteractivity.asp
- School Council is responsible for the approval of: Overnight excursions, Camps, Adventure
activities
- The Principal or Assistant Principal is responsible for the approval of all single-day excursions
and external fieldwork, other than those that must be approved by school council.
Expectations
- Only children who have displayed sensible, reliable behaviour at school will be invited to
participate in camps or excursions. Students and their parents/carers need to be made
aware that acceptable standards of behaviour will be expected during a camp or an
excursion.
- The emergency management process of the school will extend to and incorporate all camps
and excursions.
Approval Proforma for all Excursions Requiring School Council Approval
Accessed online:
http://www.education.vic.gov.au/school/principals/health/Pages/outdoorrisk.aspx
Page | 2
APPROVAL FORM
Department of Education and Early Childhood Development
This proforma details minimum requirements for school council approval. It must be submitted to the
principal for school council approval prior to the excursion.
All information on this proforma is required. Add attachments if necessary.
School councils are responsible for approving:
overnight excursions
camps
interstate/overseas visits
excursions requiring sea or air travel
excursions involving weekends or vacations
Adventure activities.
Complete the Student Activity Locator online form three weeks prior to the excursion.
Sections with an * have explanatory notes included at the end of this document.
Ensure you have the most current version of this template
Download from the Safety Guidelines for Education Outdoors website at:
http://www.education.vic.gov.au/school/principals/health/Pages/outdoor.aspx
Year level(s):
Grade 4
Location(s):
* Date(s):
Term 3, Week 3
Teacher-in-charge:
Ruby Curtis
* EDUCATIONAL PURPOSE
Providing students with this fieldwork experience gives students an indispensable opportunity to apply
concepts from the Caring for place, Caring for Country unit, in a practical and holistic manner. Aiming
at developing students understanding of the interdependent nature of the world and the
interrelationships within, actions to improve sustainability, and developing a personal balanced idea to
the way humans interact with each other and the environment.
A learning experience like this therefore gives students the chance to develop an understanding on how
the environment plays an essential role in supporting the lives of people and other living things. It
emphasises a sense of belonging to, and a responsibility within local, national and global communities.
Conservation Matters Seminar: Provides students with a hands on learning experience to become active
conversationalists and to be a part of a positive global change.
Page | 3
PROGRAM DETAILS
Fieldwork program outline:
Time
Activity
8.45am
Collect last minute consent forms.
Check class roll.
Check students have everything they require for the day.
Escort students to the bus which will be parked outside the school.
9.10am
Depart School. On the bus re-emphasise behavioural expectations of students for the
day.
9.30am
9.40am
10.10am
First activity.
Recess with your activity group
10.30am
11.00am
11.30am
12.00pm
12.30pm
2.15pm
Second activity.
Third activity.
Fourth activity.
Meet at the Visitor Centre for lunch.
Conservation Matters Session, run by Royal Botanic Gardens, Cranbourne.
Students have opportunity for the toilet.
Escort students to the bus.
Check roll.
2.30pm
* Transport arrangements
Internal X External
Both
Yes
X No
12.4km 15min
All transport requirements comply with the advice in the School Policy and Advisory Guide, Transporting
Students and VicRoads regulations. X YES
Budget
Transport
$428
Other expenditure
* Conversation Matters seminar
$202
CRTs
* 2 excess teachers required for Teacher
Student Ratio
Total cost
Total cost per student
2
required
$632
$15
Page | 4
Staff
* Supervising staff
1. Briony Rollings
2. Rachel Clarke
3. Adam Collins
4. Steve Javis
Where possible all staff members including teachers, school support staff, parents, volunteers and
external contractors should be listed. Indicate those who have a current first aid qualification. Indicate
staff members with first aid and CPR training including the qualification or certification held.
Signed
Date
Acknowledgement of receipt of approval proforma for activities requiring school council approval.
Principal:
Name
Signed
Date
Page | 5
FIELDWORK CHECKLIST
3
4
6
7
8
9
10
11
12
13
14
15
16
17
18
19
Task
Consult Principal and seek approval for activity. This should follow
discussion and agreement of proposed activity at teaching team and
staff level.
Submit pro-forma of details for proposed activity to School Council for
approval. Details should include link to school curriculum, dates,
program, costs, travel arrangements, accommodation arrangements,
staffing and special provisions to be made for the safety and welfare of
students and staff.
Ask for written proof of accreditation from the camp if it is a residential
setting.
Book/confirm travel, venue and program arrangements.
Inform parents of proposed activity by letter include dates, purpose,
timetable, costs, travel arrangements, meal arrangements, parent
approval form, parent consent to emergency medical treatment,
confidential medical and asthma information form and school contact
person (58292490). Seek parent helpers if required via this letter. This
letter should be shown to the Principal or Assistant Principal prior to its
distribution.
Collect parent approval forms and confidential medical information form
from parents. Note medical details pertaining to children with particular
reference to medicines to be taken by children.
Discuss/Confirm staffing arrangements with the Principal or Assistant
Principal. If possible a first aid trained staff member should be included.
Notify parent volunteers of acceptance or non-acceptance. Refer to
Principal or Assistant Principal regarding attendees
Notification of School Activity completed online at least 3 weeks prior
Collect money from students, where appropriate, and arrange for
cheques to be prepared by the business manager in advance, where
appropriate.
Confirm final numbers with camp venue, attractions and transport
companies
Provide the following details to the Assistant Principal
Confirmed timetable of planned activities and location of
excursion participants at all times
The names and contact numbers of all excursion participants
Contact numbers through which excursion staff may be
contacted in case of emergency
Make arrangements for students remaining at school during the
external fieldwork/excursion.
Notify specialists of intended external fieldwork/excursion.
Make arrangements for any yard duty changes and advise Assistant
Principal
Make identity tags (if required) for participants.
Hold a pre-camp meeting and cover:
Inform students of the standards of behaviour expected during
the activity.
Clarify roles/responsibilities of each staff member (teachers,
parents, instructors etc.)
Collect first aid kits and medication
Copy of all permission forms and medical forms with the Assistant
Principal prior to departure
Completed
Page | 6
PART A
Fieldtrip details: Royal Botanic Gardens, Cranbourne
Date: Term 3 2017
Departure time: 9.10am
Return: 3.15pm
Organising teacher: Rachel Clarke
Activities expected during fieldtrip: Participating in a range of activities at the
Gardens
Method of transport: Bus
Cash expected of students during fieldtrip: Nil
Required articles or food to be brought: Own lunch and snacks for the day
Uniform/Casual dress: Full school uniform
PART B
Students Name:____________________ Excursion Name:
Contact number during excursion hours: ____________ Name:______________
Other emergency contact number:
____________ Name:_____________
_________________________________________________________
_________________________________________________________
I undertake to ensure that my child is properly supplied with such medications as
he/she may reasonable require during this excursion. These medications are and
need to be administered on the following basis
---------------------------------------------------------------------------------------------------------------In the event of a medical emergency arising in relation to my child and in the event that it is impracticable in the circumstances to contact
my partner or me, I authorise school and the teachers in charge of the excursion to consent to receiving such medical treatment as
deemed reasonably necessary in the circumstances, including blood transfusion and administering of anaesthetic. I agree to pay all
medical expenses and transport costs incurred on behalf of my child as a result of any injury sustained by him/her. I also agree to pay the
costs of any transport required to bring my child home as a result of serious misbehaviour.
I have read this form and understand the nature and extent of the proposed excursion. I also understand the risks involved in such
excursion and, in knowledge of these matters; I hereby give my consent for my child to attend that excursion.
Date: ______________________
Page | 7
Potential Risks
Lost children
Exposure to weather
Wind
Rain
Heat
Extreme Weather Conditions
Page | 8
Experience
Benefits
Authentic connections,
understandings and
relationships with nature.
Page | 9
We provide
Including
children who
use
wheelchairs
We provide
Including
children with
limited arm and
hand function,
frail children or
with limited
muscle control
Including
children with
sensory
impairments
Page | 10
Including
children with
sensory
impairments
Including
children with a
range of
intellectual and
cognitive
abilities
Including
parents and
carers
Parents and carers are welcomed and are actively included in our educational
programs.
Adults are encouraged to be supporters in learning and play, as well as caring
for childrens personal needs.
We provide seating for adults to relax and / or care for individual needs in the
Australian Garden and the bushland.
Arriving by bus
Disability parking is close to the entry point for the Australian Garden, with a
drop-off zone big enough for a small bus. Coach parking is provided and clearly
marked and is again adjacent to the Australian Garden entry point and the
Entry Orientation Shelter
Toilets
A fully accessible toilet with hoist is situated at the Visitors Centre, very close
to the meeting area, and a number of disability toilets are also available in
other parts of the Royal Botanic Gardens during the program (see Maps).
RBG services
Page | 11
Dear,
Cranbourne Botanic Gardens
Thank you for allowing us to experience your wonderful gardens our students had
fantastic day learning about sustainability. Your tour Conservation matters was an
excellent topic to kick start our unit plan for sustainability. On behalf of all the staff and
students we would like to thank you for your patience and giving us an amazing
experience at the Royal Botanic Gardens Cranbourne. We look forward to seeing you
next year for another successful field trip.
Kind Regards,
M. Primary School
Page | 12
M. PRIMARY SCHOOL
Sustainability
TERM:
3, 2017
UNIT DURATION:
weeks
TEACHERS: Rachel Clarke, Briony Rollings, Adam Collins & Steve Javis
UNIT OVERVIEW:
Caring for Place, Caring for Country provides students with the opportunity to make a connection between the
individual choices they make and how these have a wider impact on the sustainability of the Earth. The unit is
presented through an integrated curriculum which connects and relates relevant aspects of content across
learning areas and subjects. This allows students to explore pressing issues that relate to our shared responsibility
to care for the environment for future generations. Students identify the practices of the indigenous Australians
and how they could be implemented in todays society to create more sustainable practices. Sustainability
education is futures-oriented, focusing on protecting environments and creating a more ecologically and socially
just world through informed action. This promotes the value of responsibility and understanding, so that by
seeking to understand each other and the natural world we are closer to becoming global citizens.
UNIT GOALS:
Develop students perceptions on what it means to be an active citizen and facilitate them with the knowledge
and means to help look after the planet for future generations
Develop their understanding on how the environment plays an essential role in supporting the lives of
people and other living things.
Create students understanding of a shared responsibility towards sustainability and working together to
reduce our impact on the environment
To understand the ongoing capacity of the environment to sustain human life and wellbeing is dependent
on implementing change at the local, national and global level
Develop knowledge, skills, values and world views necessary for people to act in ways that contribute to
more sustainable patterns of living.
Fieldwork: Provides students with the opportunity to apply concepts from the unit, in a practical and holistic
manner
Conservation Matters Seminar: Provides students with a hands on learning experience to become active
conversationalists and to be a part of a positive global change.
LEARNING OUTCOMES:
Students explain how and why life changed in the past, and identify aspects of the past that remained the
same. They describe the experiences of an individual or group over time.
Students sequence events to identify key dates. They recognise the significance of events in bringing about
change and develop and present texts, including narratives, using historical terms
They pose a range of questions about the past and identify sources and locate information to answer these
questions.
Students recognise different points of view. They pose questions about the society in which they live and
use information to answer them. They suggest solutions to an identified issue.
Students describe and compare the characteristics of places in different locations at the national scale
and describe factors that shape a persons identity and sense of belonging.
They identify and describe the interconnections between people and the environment. Recognising the
importance of the environment.
Students interpret data to identify spatial distributions and simple patterns and draw conclusions.
Students propose individual action in response to a local geographical challenge and identify the expected
effects of their proposed action.
Students recognise how an understanding of Indigenous Australians practices can help us manage
resources in a more sustainable manner and acknowledge the practices of the Indigenous Australians and
how they could be implemented in todays society to increase sustainability.
Students understand the critical role the environment plays in sustaining our lives and therefore the
importance of using resources sustainably
ASSESSMENT:
Student Integrated Scrapbook- progressive development of students knowledge and understanding
Observation and anecdotal notes
Fieldwork booklet and Assessment
How do I become an active citizen?- Post Unit Project
Page | 13
LEARNING FOCUS
Health and Physical
Education
Interpersonal
Development
Personal Learning
Civics and
Citizenship
Discipline Based
Learning
The Arts
English
The Humanities
- Economics
- Geography
- History
Mathematics
Science
Interdisciplinary
Learning
Communication
Design, Creativity
and Technology
ICT
Thinking processes
STANDARD
STANDARD
S
Humanities skills
Page | 14
What is
sustainability?
Method/Activities
Resources
Assessment
Strategies
Sustainability
through
animation.
https://www.
youtube.com/
watch?v=g21O7a9280
Observation and
anecdotal notes
WWF, Living
Planet Report
2012,
www.wwf.org.
au/our_work/
people_and_th
e_environmen
t/human_foot
print/living_pl
anet_report_2
012/
Page | 15
W2
Natural
Resources
United Nations
World
Population
Prospects: The
2004 Revised
Population
database.
Where have
the items in
the classroom
come from?
(Appendix B)
Renewable /
nonrenewable
resource
activity
(Appendix C)
Natural
resource game
(Appendix D)
Diagnostic
Assess students
skills and prior
knowledge of
natural
resources and
their ability to
classify into
categories renewable /
non-renewable.
Formative
Teachers
observations of
student
contributions
during
classroom
discussions.
Contribution to
group when
labelling items
which come
from natural
resources.
Design piece
reflects key
understandings
and is well
presented.
Page | 16
Linking
fieldwork to
the classroom
To create a connection
between students fieldwork
and the classroom learning
experiences, students pose a
range of questions about the
society in which they live and
use information to answer
them, they are also encouraged
to suggest various solutions to
an identified issue and the topic
of sustainability.
To further develop their
understanding of the concept
Caring for Place, Caring for
Country students explore some
of the other functions within
the environment that develop
their understanding of the
concept by exploring some of
the other functions of the
support their lives and the lives
of other living things. They
therefore identify and describe
the interconnections between
people and the environment.
The natural resources provided
by the environment, and
different views on how they
could be used
sustainably (ACHGK024)
- identifying some of the
resources produced by the
environment and where they
come from,
The types of natural
vegetation and the significance
of vegetation to
the environment and to
people (ACHGK021)
The purpose of government and
some familiar services provided
at the local level (ACHCK011)
- exploring what local
government does and things
that occur within the
community in relation to the
environment and sustainability
Use information to develop a
point of view (ACHCS017) and
pose a range of questions about
the society in which they
live (ACHCS015).
Fieldwork
Bingo activity
resource
(Appendix E)
Observation and
anecdotal notes
http://www.a
bc.net.au/btn
/story/s40761
81.htm watch and
complete the
quiz
http://www.j
uniorlandcare.
com.au/
http://www.g
etwise.org/ga
mes/hangman
/hangman.php
http://wilder
quest.nsw.gov
.au/#/environ
ment/map/da
y
http://www.g
racelinks.org/
1408/waterfootprintcalculator
Think Pair
Share
(Appendix F)
Page | 17
W4
A changing
world, a
changing
country
Then and Now
Watch
http://sharing
stories.org/ou
rstories/countr
y/
- Film: My
Country and
Vignette:
Terrence
Coulthard.
Videos will
introduce the
importance
country has on
aboriginal
people.
Students hand
in Unit
Assessment
tasks- Fieldwork
Booklet (see
Fieldwork
assessment
rubric)
http://popple
t.com/
http://austral
ianmuseum.ne
t.au/indigeno
us-australiathe-land - site
for student
information
research
http://www.n
ma.gov.au/onl
ine_features/
defining_mom
ents/featured
/pemulwuy
- exploring
early contacts
http://www.a
ushistorytimeli
ne.com/ and
http://www.1
2canoes.com.
au/
- students are
required to
download the
Timeline
Maker app
Use the
websites listed
below:
http://www.a
boriginalherita
Page | 18
W5
Planning
ahead!
Do we need to
manage
resources?
ge.tas.gov.au/
firestickfarming
http://www.s
avanna.org.au
/all/fire_indig
enous.html
http://www.a
bc.net.au/lan
dline/content
/2013/s37675
27.htm
www.dse.vic.g
ov.au/fires/
(Fire
Education)
www.brainpop
.com
Observation and
anecdotal notes
www.coolaust
ralia.org
Page | 19
W6
Building our
Future
Ecological
footprint
calculator:
http://www.f
ootprintnetwo
rk.org/en/ind
ex.php/GFN/p
age/personal_
footprint/
IPad
computers
Formative
Teachers
observations of
student
contributions
during
classroom
discussions.
Post it notes
Page | 20
FIELDWORK HANDOUTS
Page | 21
9.10am
9.30am
9.40am
10.10am
10.30am
11.00am
11.30am
12.00pm
12.30pm
2.15pm
2.30pm
Activity
Collect last minute consent forms.
Check class roll.
Check students have everything they require for the day.
Escort students to the bus which will be parked outside the school.
Depart School. On the bus re-emphasise behavioural expectations of
students for the day.
Arrive at Royal Botanic Gardens, Cranbourne.
Escort students to the Visitor Centre.
Check in as a school check booking for Conservation Matters program.
Students have opportunity to use the toilet.
Split into assigned fieldwork groups (see following page for assigned
groups and the order that your group will complete each activity).
First activity.
Recess with your activity group
Second activity.
Third activity.
Fourth activity.
Meet at the Visitor Centre for lunch.
Conservation Matters Session, run by Royal Botanic Gardens, Cranbourne.
Students have opportunity for the toilet.
Escort students to the bus.
Check roll.
Depart for school.
Contact Numbers:
Briony
1234 567 890
Rachel
2345 678 910
Adam
3456 789 101
Steve
4567 891 011
Group 2: Rachel
Brad
Mandy
Cassy
Mohammed
Sandeep
Lucy
Prya
Candice
David
Luke
Group 3: Adam
Jody
Otarah
Paul
Fin
Hailey
Aiden
Chris
Mel
Danni
Watson
Group 4: Steve
Julia
Xavier
Cory
Rachel
Lema
Mark
Noah
Suzy
Akshay
Daniel
Fieldwork Groups
Group 1: Briony
Ben
Sally
Sarah
Davey
Jen
Peter
Glenda
Riley
Fiona
Pablo
Fieldwork Tasks
The students will rotate between the following four activities. Please see the
attached map to find the location of each of the activity sites, note: activities are
named after their location on the map.
Arid Garden: Undertake a transect, measuring tapes needed.
Red Sand Desert: Comprehension questions
Garden Exploration: Students have the opportunity to explore the gardens.
Backyard, Water Saving, Future and Diversity (BWFD) Gardens: Comprehension
questions
Activity Rotation Schedule:
There are four activities which the students will rotate between from 9.45am till
12.00pm. Please make sure you take your group to the allocated site at the correct
time and complete the corresponding activity in the students fieldwork books.
Group
1
9.40am
Arid Gardens
BWFD Gardens
Garden
Exploration
Red Sand
Desert
ACTIVITY ALLOCATION
10.30am
11.00am
Red Sand
Garden
Desert
Exploration
Arid Gardens
Red Sand
Desert
BWFD Gardens Arid Gardens
Garden
Exploration
BWFD Gardens
11.30am
BWFD Gardens
Garden
Exploration
Red Sand
Desert
Arid Gardens
Page | 23
Page | 24
Page | 25
2
1
Weather
. Description: .
3
.
4
.
5
.
6
.
.
.
.
.
Page | 26
Sand Garden
Where would you find Red Sand in Australia? Can you think of any other places
in the world with a similar landscape?
...............................................................................................................................
...............................................................................................................................
...............................................................................................................................
Compare the following environments and list their natural environmental
features:
Environment
Climate
Native animals
Natural Vegetation
Outback
Australia
Urban Australia
(Home)
...............................................................................................................................
...............................................................................................................................
...............................................................................................................................
...............................................................................................................................
Draw what you think Outback Australia will look like in 50 years :
Page | 27
Across the different gardens collect 4 types of seed pods. Draw and name the garden they
were found:
Diversity Garden
Of the 85 bio- regions of Australia can you list 5?
1..
2..
3..
4..
5..
Future Garden
Think of your garden at home, complete a small sketch of a section of your choice and
compare it to the future garden.
MY GARDEN:
Page | 28
Backyard Garden
Tally and Record some of the plants used in this garden:
Plant Name:
Frequency:
Total:
Comment on why you think some of these plants may have be used:
Page | 29
Page | 30
Vegetation Survey
Here we will be looking at the type and characteristics of vegetation in an arid area. You will
be undertaking a transect, a common tool used to survey vegetation.
Method:
1. In pairs or small groups make your transect by measuring 5 metres along the ground.
2. At each metre you will record which plant is the closest to you, using your second
measuring tape if necessary.
3. Record the plants name (if provided).
4. Using your measuring tape measure the plants height and width.
5. Draw a field sketch of this plant.
6. Record this data in the space provided below.
Survey Results
Page | 31
Page | 32
Page | 33
Note here any observations you make about the plants in the Arid Garden:
Write a short paragraph about the Conservation Matters session. Was it interesting? What
did you learn? And why does conservation matter?
.
.
.
.
.
.
.
.
.
.
.
.
.
Page | 34
Example of a transect
This is an example of how to undertake a transect.
Measure 5 metres, at each metre survey they plant which is closest to you.
The circles represent plants.
The squares represent the plants that you would record at each metre.
1m
2m
3m
4m
5m
Page | 35
Page | 36
Criteria
NEEDS
IMPROVEMENT
-1
QUALITY
EMERGING - 2
PROFICIENT - 3
ADVANCED - 4
Completion of
fieldwork
activities
No or few
fieldwork activities
have been
completed.
Some fieldwork
activities have
been completed.
Most fieldwork
activities have
been completed.
All fieldwork
activities have
been completed to
a high standard.
Content
Quality of
responses and
content
knowledge.
Content provided
in response to
questions is
minimal. Student
displays poor
content
knowledge.
Questions are in
part answered,
further elaboration
is required to
demonstrate the
students content
knowledge.
Questions are
answered with the
essential
knowledge.
Student displays
good content
knowledge.
Gathering and
analysing
information
Collected data
from the gardens
and developing
an understanding
of sustainability.
Fieldwork
participation
Including
behaviour,
participation,
respect for
peers, teachers
and staff
Student collects
minimal data from
the gardens.
Students
understanding of
sustainability is
poor.
Student collects
some information
from the gardens.
Shows an emerging
understanding of
sustainability.
Student collects
information from
the gardens and
shows a good
understanding of
sustainability.
Questions are
answered with indepth explanations
and includes
examples provided
from the gardens.
Student displays
excellent content
knowledge.
Student utilises the
gardens to gather
data. Student
shows an in-depth
understanding of
sustainability.
Student displayed
disruptive
behaviour, failed
to respect others
and did not
contribute to
fieldwork
activities.
Student
occasionally
displayed
disruptive
behaviour, rarely
listens or
contributes to
fieldwork
activities.
Student usually
demonstrates
respectful
behaviour towards
others and most
often listens and
contributes to field
work activities.
Student behaviour
was respectful
which included
listening to others
and making
contributions to
the fieldwork
activities.
Teacher comments:
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QUALITY
EMERGING - 2
PROFICIENT - 3
ADVANCED - 4
Student collected
good supportive
information to aid
development of
their How do I
become an active
sustainable citizen
project and
presents a good
understanding of
sustainability.
Shows good
demonstration of
their understanding
of the topic and use
many of the key
terms and concepts
of sustainability
and Becoming an
active sustainable
citizen.
Completion of project
activities
No or few of the
must include
activities have been
completed.
Content
Content provided in
response to project
topic is minimal.
Student displays poor
content knowledge.
Gathering and
analysing information
Collected supportive
information in regards to
their How do I become
an active sustainable
citizen project and
presents a developing an
understanding of
sustainability.
Understanding
Use of key terms and
concepts
Student collects
minimal information
to support their How
do I become an
active sustainable
citizen project and
presents little
understanding of
sustainability.
No, or limited,
understanding of the
topic and a limited
use of the key terms
and concepts.
Is able to
demonstrate some
understanding of the
topic and use some
of the key terms and
concepts.
Project topic is
answered with indepth explanations.
Student displays
excellent content
knowledge.
Shows excellent
understanding of the
topic and use a
majority of the key
terms and concepts
of sustainability and
Becoming an active
sustainable citizen.
Teacher comments:
How do I become an
active citizen?
In this final sustainability project, you need to create community program or project that
encourages sustainability or conservation.
You may complete your project as a slideshow, poster, prezi, powtoon, iMovie or any other
method approved by your teacher.
**DUE End of Week 9**
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UNIT EVALUATION
OUTLINE OF HOW THE TEACHING OF THE UNIT WILL BE EVALUATED.
Evaluating the quality of students experiences and the success of the teaching of a unit of work
is important in education to ensure improvements are made where required (University of
Tasmania, 2015). A variety of data gathering techniques will be used to evaluate this unit,
including formal evaluations, informal observations and assessment of the quality of work the
students produce. Formal feedback evaluations will take the form of on-line questionnaires for
the teachers and print-based questionnaires for the students and will be administered upon the
completion of the unit. Teacher feedback will be provided on a number of criteria including
the teaching methods used, unit content, delivery techniques, teaching and learning activities,
fieldwork success, the quality and relevance of the assessment tasks and whether the unit
objectives have been met. The quality of the students work submitted will also be used to
evaluate whether the unit goals and student learning outcomes have been successfully met. It
is important to note that teachers will be undertaking formative evaluations throughout the
duration of the unit, this allows necessary adjustments to be made throughout the units
progress. The formal feedback evaluations for the students have been constructed so students
can provide constructive criticism on the unit, including aspects that they enjoyed and those
which needed improvement. This data from the teachers and students will be collaborated and
analysed to evaluate the success of both the content and teaching of the unit.
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Unit Evaluation:
Fieldwork at the
Cranbourne Royal
Botanic Gardens
Why did you give it that rating?
Caring of Place,
Caring for Country
Why did you give it that rating?
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UNIT JUSTIFICATION
The Australian Curriculum outlines Sustainability as a cross curriculum priority, an essential
component of student learning which is required to be taught across all learning domains
(Australian Curriculum, 2015). This unit utilises this education priority of Sustainability as
an integrated curriculum focus, where the subjects geography, history, civics and citizenship,
and economics and business are taught as a collective. This method is used to enhance and
develop students knowledge through creating links and connections within and across various
subject areas (Gilbert & Hoepper, 2014). This unit is centred around Inquiry-based learning
and a key overarching inquiry question How can I become an active citizen and help look after
the planet for future generations?. This inquiry focus highlights how the unit embraces modern
education, as the meaning of knowing has shifted from being able to remember and repeat
information to being able to find and use it as stated by the National Research Council (2007,
as cited in Lutheran Education Queensland, n.d.). The unit structure is centred on Murdochs
(2007) Integrated Inquiry Planning Model (Appendix A), following the guidelines of the phases
to ensure we incorporate all essential components of implementing an effective inquiry.
To spark students beginning curiosity in this unit, we created a unit title Caring for Place,
Caring for Country. This engages students with the topic and helps to develop and produce
thinking for foundational understandings about how individual actions have a wider global
impact, emphasising their role as a global citizen. The units focus on sustainability has created
a context which is relevant to the students through classroom and fieldwork experiences,
creating an essential link aiding the production of meaningful learning experiences and the
opportunity for authentic learning (Boyd & Hipkins, 2012). The development of the unit, with
the intention of providing students with authentic learning experiences, is an essential
component of teaching and learning; emphasising that intrinsic motivation allows [the]
transfer of knowledge from [the] learners context to the school context more easily
(Reynolds, 2012, p. 263). Facilitating this type of knowledge for the student requires relating
the learning in the classroom to important issues in the outside world (Reynolds, 2012). This
focus on teaching and student learning is shown through the central and underlying unit
direction of sustainability, a concept which is critical in helping students develop into global
citizens.
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Inquiry based learning involves both problem posing and solving (Wilson and Murdoch, 2004).
This unit embraces this concept by asking open ended questions so students can formulate their
own answers, but also allows students to design their own initiatives, including creating a
community sustainability initiative which could be implemented into their local area. We have
catered for differentiated learning and multiple intelligences by allowing choice within both
the activities and the way the final products are presented, as can be seen in our Unit Outline.
Wilson and Murdoch (2004) suggest many benefits of using inquiry based learning, including
giving students the opportunity to develop skills and dispositions for lifelong learning, for
example, independence, thinking skills, confidence, decision making [and] cooperative
learning (para. 4). Our unit is implemented and designed in such a way to foster the
development of each of these critical skills in the students (Table 1).
Table 1. How inquiry within the unit facilitates the development of Wilson and Murdochs (2004) skills
and dispositions for lifelong learning.
Skill / disposition
Independence
Thinking skills
Confidence
Decision Making
Cooperative learning
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We have sequenced our teaching and learning activities for this topic to allow the gradual
development of big ideas about society (Gilbert & Hoepper, 2014, p.326), an important
process for learning in humanities. The unit begins with a broad introduction and progressively
equips students with the knowledge to respond to the focus inquiry question. One technique
we have utilised to aid this progression, is relating content to both lower and higher order
thinking. Andersons revised taxonomy emphasises the importance of utilising both lower and
higher order cognitive questions for effective learning to take place in humanities (Boon, 2012).
This includes the preparation of both surface and deep learning questions prior to the lesson
(Reynolds, 2012). Subsequently, we have created key questions to be asked during the unit
which are designed to ensure that learning benefits from each order of thinking are achieved
(Table 2). Particular emphasis has been placed on higher order thinking questions in our unit,
as Boon reveals this will enable students to make meaning at a deeper level (2012, p. 81).
This highlights the importance of our overarching unit inquiry question which is open ended
in nature to allow for a diversity of responses, an important aspect of Inquiry-based learning.
Table 2. Integrated humanities questions and activities incorporated into the unit which address each
order of thinking
Order of thinking
Remembering
Understanding
Applying
Analysing
Evaluating
Creating
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Within our sustainability unit there is a large emphasis placed on the learning experiences that
can be gained from opportunities provided through participation in fieldwork. This critical
component is presented through the fieldwork experiences at The Royal Botanic Gardens,
Cranbourne. The fieldtrip is a daylong fieldwork program placing an emphasis on varying
environments, water-saving techniques, how the earths environment sustains all life and
collecting data to demonstrate how the environment is sustainably managed. The local location
has been chosen as it creates a larger link for the students, allowing for generalisation (Gilbert
& Hoepper, 2014). The field trip is undertaken in week three to allow for the three distinct
phases of fieldwork including classroom-based pre-fieldwork preparation, the field work itself
and the post field work phase (Gilbert & Hoepper, 2014). Students can revisit concepts covered
in class during fieldwork, when they are also expected to acquire and display deeper levels of
understanding (Fuller et al., 2006). As evidence indicates well-conceived, planned, taught and
followed up fieldwork offers students the opportunity to develop their knowledge and skills
supplementary to experiences in the classroom (Oost, De Vries & Van der Schee, 2011).
Fieldwork is seen as an important way to develop geographical understanding of the world,
during which cognitive and affective learning reinforce each other, making fieldwork a rich
and powerful teaching strategy (Oost et al., 2011). There are many benefits developed from
undertaking fieldwork including learning potential, attitudinal, interpersonal and social
outcomes (Oost et al., 2011). Furthermore, because of the memorable nature of the fieldwork
setting, it can have a positive impact on long-term memory (Pace & Tesi, 2004). Effective
fieldwork can also lead to individual growth and improvements in social skills. More
importantly, the possible reinforcement between the affective and the cognitive, each
influencing the other, provides a bridge to higher-order learning (Nundy, 2001).
This integrated unit is designed to create an authentic and meaningful learning experience,
which fosters the development of students into active citizens. This outcome is achieved
through a focus on Inquiry-based learning, the careful sequencing of learning activities to
facilitate skill and knowledge development and student participation in a fieldwork component.
Upon completion of this unit, students will be equipped with the knowledge and skills to make
positive contributions to society, enabling the creation of a more sustainable future.
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REFERENCES
Boon, D. (2012). Developing thinking and understanding in primary geography and history.
In Taylor, T. Fahey, C. & Boon, D., Place and time explorations in teaching
geography and history (pp. 81). Frenchs Forest, NSW: Pearson.
Boyd, S. & Hipkins, R. (2012). Student inquiry and curriculum integration: shared origins
and points of difference. Research Information for Teachers, 3(9), 15.
Fuller, I., Edmondson, S., France, D., Higgitt, D., & Ratinen, I. (2006). International
Perspectives on the Effectiveness of Geography Fieldwork for Learning. Journal Of
Geography In Higher Education, 30(1), 89-101.
http://dx.doi.org/10.1080/03098260500499667
Gilbert, R., & Hoepper, B. (2014). Teaching Humanities and Social Sciences: History,
Geography, Economics and Citizenship in the Australian Curriculum (5th ed., pp.
236-238 & 263). South Melbourne, Victoria: Cengage Learning. (Gilbert & Hoepper,
2014)
Murdoch, K. (2007). A basic overview of the Integrated Inquiry planning model. Retrieved
fromhttp://moodle.vle.monash.edu/pluginfile.php/3329782/mod_resource/content/1/K
ath%20Murdoch%20Inquiry%20Learning%20Model.pdf
Nundy, S. (2001). Raising achievement through the environment: The case for fieldwork and
field centres. Doncaster: National Association of Field Studies Officers.
Page | 46
Oost, K., De Vries, B., & Van der Schee, J. (2011). Enquiry-driven fieldwork as a rich and
powerful teaching strategy school practices in secondary geography education in the
Netherlands. International Research In Geographical And Environmental Education,
20(4), 309-325. http://dx.doi.org/10.1080/10382046.2011.619808
Pace, S., & Tesi, R. (2004). Adults perception of field trips taken within grades K-12: Eight
case studies in the New York metropolitan area. Education, 125(1), 3040.
Reynolds, R. (2012). Teaching history, geography and SOSE in the primary school (2nd Ed.).
South Melbourne, Victoria: Oxford University Press.
University of Tasmania. (2015). Course, unit and teaching evaluation. Retrieved from
http://www.teaching-learning.utas.edu.au/planning/evaluation
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UNIT APPENDICIES
Appendix A. Think, Puzzle, Explore
What kind of thinking does this routine encourage?
This routine activates prior knowledge, generates ideas and curiosity and sets the stage for deeper
inquiry.
Key Questions of exploration:
1. What do you think you know about this topic?
2. What questions or puzzles do you have?
3. What does the topic make you want to explore?
Tips for starting and using this routine:
With the introduction of new topic the class can engage in the routine together to create a group
list of ideas. You may even want to have students write down their individual ideas before sharing
them out as a class. In some cases, you may want to have students carry out the routine
individually on paper or in their heads before working on a new area.
Keep a visible record of students ideas. If you are working in a group, ask students to share some
of their thoughts and collect a broad list of ideas about the topic on chart paper. Or students can
write their individual responses on post-it notes and later add them to a class list of ideas.
Note: It is common for students to have misconceptions at this pointinclude them on the list so all
ideas are available for consideration after further study. Students may at first list seemingly
simplistic ideas and questions. Include these on the whole class list but push students to think
about things that are truly puzzling or interesting to them.
Appendix B. Where have the items in the classroom come from?
Steps to implement activity:
1. Divide students into groups assigning each group to a particular area within the classroom.
2. Using sticky notes, ask students to label all of the items which are made from natural
resources within this section
3. The students need to create a list as they go of everything which they label
4. Sort this list into common components, for example item which come from timber, metal,
coal, water, food in a table or a mind-map.
5. Compare each groups findings as a class
6. Key Question: Is there anything in the classroom which doesnt originally come from a
natural resource?
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Page | 49
Participants are to find a person in the room who knows about or has done one of the topics
in one of the squares.
Participants are only allowed to put their name to one square per sheet.
The winner is the first person to gather a different name in each of their squares yells out
Fieldworkbingo!
Australia
A.
A.
Name:
Name:
Name:
A.
A.
A.
Name:
Name:
Name:
A.
A.
Name:
Name:
resource is
A.
Name:
Page | 50
Ask the question: What are some of the possible ways you can improve their Waterfootprint and sustainability with water?
Have the students individually think about an answer and write it on a post-it note.
Finally, have the students post their answers on the poster questioned and in teams share
their responses or call on a few students to share their answers with the class.
The papers are passed around to the next group to read what has already been written and
add extra ideas to the sheet.
The process is repeated until the sheets arrive back at their starting point.
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