Stage 3 Geography/Science Term 3 2017 Eco-Friendly

Unit Overview Duration

Students will be working in groups of 4 throughout the term on an inquiry based group project. Building and applying critical and 9 Weeks
creative thinking skills including, fact finding, generating ideas, analysing, planning, producing and reflecting.
Students will be picking a well-known global environment and then in their teams they will be required to choose four different The unit involves various learning
parts of that environment to research. opportunities related to the
Groups will be asked to complete an application for a government grant to further protect their chosen environment. They will Science, Geography, English
have to explain what they want to preserve, why, how and the projected results of their conservation efforts. and Mathematics curriculum.
Students will also work in groups to research various eco-friendly appliances and structures relevant to their environment, will plan It also involves the CCT skills and
designs and then construct a model of their eco-friendly house which will be displayed for parents of Stage 3 students to view. strategies.
Creative and Critical Thinking Science Outcomes
Science ACSIS231 pose ST3-14BE Describes systems in built environments and how social and environmental factors
questions to clarify and influence their design.
interpret information and ST3-WS Collaboratively and individually selecting suitable methods for gathering data and
probe for causes and information first-hand and from reliable secondary sources.
consequences. ST3-WS Reflecting on their gathered evidence as well as their own and others conclusions.
Science ACSHE081 identify ST3-5WT Developing a design brief individually and in collaboration with others.
and clarify relevant
information and prioritise ST3-5WT Selecting and using techniques to investigate the suitability of materials.
ideas. ST3-5WT For a design project, selecting and safely using a range of tools, equipment and
Science ACSIS090 analyse, related techniques to cut, edit, join, manipulate and shape materials and/or information.
condense and combine ST3-13MW Explore how materials are used in innovative ways for specific purposes.
relevant information from ST3-11LW Describes some physical conditions of the environment and how these affect
multiple sources. growth and survival of living things.
Science ACSIS107 combine ST3-14BE Generate and develop ideas about how built environments might be designed
ideas in a variety of ways and and constructed in the future to incorporate sustainable environmental practices eg, use
from a range of sources to of recycled materials, natural lighting and solar energy.
create new possibilities.
Science ACSIS104 assess and Creative Arts
test options to identify the VAS3.2 Makes artworks for different audiences assembling materials in a variety of ways
most effective solution and to VAS3.4 Communicates about the ways in which subject matter is represented in artworks
put ideas into action.

Science ACSHE220 apply knowledge Geography

gained from one context to another
unrelated context and identify new
meaning.
Science ACSIS110 identify and justify
the thinking behind choices they have
made.
Factors that Shape Places: Students investigate how people change the natural environment in Australia and other places
around the world.
GE3-2 Explains interactions and connections between people, places and environments.
GE3-4 Acquires, processes and communicates geographical information using geographical tools for inquiry.
ACHGK026 Investigate the ways people change the natural environment in Australia and another country.
Inquiry Questions
1. How do people and environments influence one another?
2. What can humans do to conserve or protect our environment?
3. What are the most important aspects to address as a group?
4. How can we be eco-friendly at home?

Geographical Concepts Scientific Concepts

Natural and built environments Climate Design Mapping
Human impacts Industrial impacts Materials Living things
Geographical location Tourism Eco friendly living eco systems
Mapping Sustainability Construction

Quality Teaching Elements

Intellectual Quality
Deep knowledge
Deep understanding
Connectedness
Background knowledge
Quality Learning Environment Problematic Knowledge Metalanguage
Student Direction Integration Inclusivity
Explicit Quality Criteria Higher-order Thinking Narrative
Cultural Knowledge Substantive Communication Engagement
Self-Regulation High Expectations Significance
Social Support