Part A: Backward Design

Title: What is the relationship between the environment and my role as a consumer?
Focus Curriculum Area (s): HASS Economics & Business, Art Visual Art, English Literacy Duration: 5-6 weeks

STAGE 1: Curriculum Links

General Literacy Numeracy ICT Critical and Creative Thinking
Capabilities
(GP) Ethical Behaviour Personal and Social Intercultural Understanding
Cross-
Aboriginal and TSI Asia and Australias
curriculum Sustainability
Priorities (CCP) Histories and Culture Engagement with Asia

Year Level HASS Economics & Business Year Level Achievement Standards Year 5
Content
The difference between needs and wants and why choices need By the end of year 5, students recognise that choices need to be made when
Descriptors
to be made about how limited resources are used (ACHASSK119) allocating resources. They describe factors that influence their choices as
Types of resources (natural, human, capital) and the ways consumers and identify strategies that can be used to inform these choices They
societies use them to satisfy the needs and wants of present and locate and collect data and information from a range of sources to answer inquiry
future generations (ACHASSK120) questions They work with others to generate alternative responses to an issue or
Influences on consumer choices and methods that can be used to challenge and reflect on their learning to independently propose action,
help make informed personal consumer and financial describing the possible effects of their proposed action. They present their ideas,
choices (ACHASSK121)
findings and conclusions in a range of communication forms using discipline-
Art Visual Art
specific terms and appropriate conventions.
Plan the display of artworks to enhance their meaning for
By the end of year 5, students explain how ideas are communicated in artworks
an audience (ACAVAM116)
they make and to which they respond.Students structure elements and
processes of arts subjects to make artworks that communicate meaning. They
English Literacy
 Plan, draft and publish imaginative, informative and
persuasive print and multimodal texts,
choosing text structures, language features, images and
sound appropriate to purpose and audience(ACELY1704)
work collaboratively to share artworks for audiences, demonstrating skills and
techniques.
By the end of Year 5, Students create imaginative, informative and persuasive
texts for different purposes and audiences. They make presentations which
include multimodal elements for defined purposes. They contribute actively to
class and group discussions, taking into account other perspectives They edit
their work for cohesive structure and meaning.

Knowledge Skills
Understand the difference between needs and wants Communicate effectively in group situations
Understand the impacts of consumerism on the environment Pose questions and locate and collect research data to answer an inquiry.
Understand different types of resources natural, man-made, Apply feedback constructively when editing work
renewable, non-renewable and why sustainable choices need to be
made when using these resources
Identify consumer influences
Understand how choice of material and design can enhance a
piece of art to communicate a desired meaning.
Understand and apply the language conventions of persuasive text

LEARNING OUTCOMES:
By the end of this unit of work students will be able to, identify the difference between needs and wants and how our choices as consumers can impact on the environment,
on resources for present and future generations and what is influencing those choices. Students will be able to, communicate effectively in groups to develop and apply
their understanding. Students will apply this knowledge to write a persuasive text on a local environment issue being impacted by consumerism, which is further supported
through thoughtful planning and designing of a piece of art using waste material that effectively highlights the issue and conveys a desired meaning to the audience.
UNDERSTANDING BY DESIGN STAGE 2: ASSESSMENT EVIDENCE

Task description:

This unit of work culminates into a summative assessment at the end of the unit whereby in mixed ability groups of three, students design and create a piece of
artwork made entirely from waste material that otherwise would have ended up in landfill. The artwork will be displayed in class for parents night as part of a wider
unit of work on sustainability. Students have flexibility on their choice of material and design that will best communicate to their audience on a current issue relating
to the key inquiry topic how our choices as consumers are impacting on the local environment. A persuasive text must accompany the artwork detailing the
problem, supporting reasons and possible solutions. A draft submission for the persuasive text must be submitted for teacher feedback prior to final copy and
commencement of the design and planning of the artwork. Key understandings supporting the units inquiry question will be collated into a lapbook (a file folder laid
out in a creative manner that would fit in the childs lap to creatively display unit studies) to form an effective presentation of the students understandings
throughout the unit.

Assessment Criteria:

The summative task is broken up into three parts the HASS Economics and Business, Visual Art and Literacy and is assessed using a rubric based on the following criteria
which will be made available and discussed thoroughly with the students prior to commencing tasks:

Trash or Treasure, Persuasive Text & Lapbook Assessment Rubric

Does not yet meet
Criteria Meets expectations Succeeds expectations
expectations
(ACAVAM116)

Material and design are Material and design enhance

Visual Art

Chosen material enhances the meaning intended for the Material and design do not related to the issue and work the issue and work to engage
artwork. clearly communicate the issue to communicate meaning to and communicate meaning to
the audience the audience

Identification of problem is
(ACELY1705)

Problem is clearly stated Problem is unclear Identifies problem comprehensive, clear and
Literacy

related to the topic

Multiple reasons are given
Reasons are given to support the problem and are Reasons are given relating to
Reasons are unclear relating to the problem and
supported by facts/data the problem and are
are elaborated on by
 supported by some facts from supporting facts from
sources reputable sources
Multiple, realistic solutions
Solutions/actions are clearly stated and supported by Solutions are given with some
Solutions are unclear have been identified and are
facts/data supporting research.
supported by research.
Uses a range of persuasive language e.g. Repetition, No evidence of persuasive Some evidence of persuasive Multiple persuasive language
exaggeration, emotive language, rhetorical questions language used language used used to persuade the reader
Four or more errors in Two to three errors in
Punctuation and capitalisation
Grammar and spelling punctuation and/or punctuation and/or
are correct
capitalisation capitalisation
Identifies a need a want and
Definition and examples are Identifies a need a want and multiple examples are given
Identifies the difference between a need and a want
(ACHASSK119, ACHASSK120, ACHASSK121)

unclear or incorrect some examples are given to demonstrate a strong

understanding
Defines all four resources
Defines all four resources
Defines and identifies examples of resources natural, Definition and examples are clearly and provides multiple
Economics and Business

clearly and provides some

manmade, renewable, non-renewable unclear examples to demonstrate a
examples
strong understanding
Provides realistic
action/solutions and makes
Realistic action/solutions for using resources more Examples are unclear and/or Provides realistic connections to why it is
sustainably unrelated action/solutions important for consumers to
make changes demonstrating
a strong understanding
Provides multiple examples of
influencing factors and links
Identifies influences on consumer choices effecting the Examples are unclear and/or Provides a few examples on
to how they are directly
environment unrelated influencing factors
impacting on the
environment
Additional comments:
Assessment recording template:

The above template will be used for the final summative assessment recording however, during the unit of work the teacher will use a formative checklist to track/record
individual students progress.

Defines and
identifies examples Realistic Identifies Has identified
Identifies the of resources action/solutions influences on Identification of reasons to Solutions/actions Can use a range
difference natural, manmade, for using consumer local support the are given and of persuasive
Student between a need renewable, non- resources more choices effecting environment issue using supported by language
name and a want renewable sustainably the environment issue facts/data facts/data features

Feedback:

Throughout the unit of work students will receive verbal feedback on formative tasks directly related to the learning outcomes as per the checklist, to enable students to
modify and/or direct their learning towards the learning outcomes. Feedback will be also be given by peers through the form of a progress table and two stars and one
wish. Students will be given time to reflect on and implement feedback to effectively apply it before assessment of their final summative task and allocation of a grade.

Peer assessment for lesson 6

Name: Strongly agree Agree Needs more work
The issue and the problems it is causing
were made clear
Provided facts and data
Possible solutions/actions were given
I felt persuaded
Suggestions
Teacher written feedback for lesson 7 persuasive text draft
Criteria Okay Good Excellent
Problem is clear
Strong reasons to support the problem
Clear solutions are given
Uses a range of persuasive techniques
e.g. Repetition, exaggeration, emotive
language, rhetorical questions, powerful
adjectives
Grammar and spelling
Comments

Peer assessment for lesson 8

Self-assessment:

During the unit of work students are required to use a self-reflection checklist to assess how they are progressing towards the learning outcomes before the summative
assessment takes place. At the end of the unit of work students are required to self-reflect on the unit as a whole to measure and evaluate what they have learnt, what they
still want to know and if they could have done anything better and a whole class discussion takes place.
Self assessment check after lesson 4

Needs more
Can I do these things? Yes No
work
I know the difference between a need and a want and can give an
example of each
I know what a consumer is and can provide examples
I can know the difference between natural and man-made
resources and can give an example of each
I know the difference between renewable and non-renewable
resources and can give an example of each
I can identify two ways in which I can improve my use of resources
to help the environment
I still need help understanding
I want to know about

Self assessment check after lesson 5

Have I done these things? Yes Half way there No

I have identified a local environmental issue impacted by
consumerism
I have facts/data on how we as consumers are impacting/worsening
the issue
I have found possible solutions/alternatives/action that can be
implemented
I have stayed on track
I still need to find out
I want to know more about
Self assessment completed after the unit of work

Name: Comments

What did I learn about this topic?

What did I learn about myself?

What should I do now as a result of my learning?

What can I do better next time?

What did I do really well?

UNDERSTANDING BY DESIGN STAGE 3: PLAN LEARNING EXPERIENCES AND INSTRUCTION

Wk Learning Experiences Assessment For/As Learning (Formative Resources

Assessment)

1 TUNING IN Lesson 1 & 2 are a form of diagnostic A3 paper

Lesson 1: How are needs, wants and consumers connected? assessment to ascertain students Smartboard
As a warm up activity students decide if something is a need or a want by understanding of the following key terms
positioning themselves along an imaginary line in the classroom from agree to through class discussions and questioning:
disagree whilst the teacher reads out a list of needs and wants. Discussion and Teacher background notes:
need, want and consumer, and more
debate is encouraged. specifically; difference between needs Consumer a person who
Using the graffiti strategy (appendix a) students are introduced to the terms
and wants, how they can differ from purchasers goods and services
needs, wants and consumer by forming mixed ability groups to discuss their
person to person, and how consumerism for personal use.
understanding of the terms. A whole class discussion is conducted and a
general consensus is reached for a definition of each, checked with dictionary is having an impact on sustainability.
Need require (something)
definition, which is then added to their HASS journals for future reference Additional key questions: because it is essential or very
during the unit.
important rather than just
What does it mean to consume
desirable
Lesson 2: Consumers impact on the environment, are we all impacting equally? something?
(possible misconception Want Have a desire to possess
Using the concept cartoon (appendix b) which supports the key inquiry students may only relate the
question What is the relationship between the environment and my role as a or do (something).
word consume to food)
consumer? In groups students brainstorm using the key questions to guide
their thinking (written on board)
What can you see in this photograph?
Where do you think each image is taken?
Does each person in this image have the same needs and wants?
How does this image compare to your own life?
Can you identify any issues or concerns in this image?
What messages can you take away?
 Whole class discussion on students
thoughts and key notes are recorded by
the teacher under the headings needs,
wants, consumerism, sustainability and any
other themes that come up.
Students write a journal entry in their HASS
books of their thoughts

2 FINDING OUT/SORTING OUT Lesson 3 & 4 require formative Ecological footprint quiz
assessment using a checklist (see top of https://www.earthday.org/t
Lesson 3:
table) of outcomes to tick off as lessons ake-action/footprint-
Students think-pair-share what they think natural and man-made resources progress to inform lesson calculator/?gclid=CjwKCAjwj
are. Students go for a walk outside and list as many natural and man-made modifications/student differentiation, and ozPBRAqEiwA6xTOYC3i3dCa
items as they can find and record in a table. students to conduct a self-assessment jI-
Again, using the think-pair-share strategy students discuss what is a renewable check (see top of table) 1Grlvv_Wcf_drrOupWNmT
and non-renewable resource? Using a T chart on the board as a class students MCrVbQxvhu1a8GhQzTuK2
add their resources into either renewable or non-renewable (can view videos xoC7poQAvD_BwE
Teacher background notes:
on YouTube on smartboard for additional understanding of meanings, Natural resource - materials or
specifically non-renewable e.g. fossil fuels). substances occurring in nature which
Students complete a self quiz check online to calculate their Ecological can be exploited for economic gain.
Footprint to estimate how much of earths resources (renewable and non- Man made a resource created by
humans. It does not occur naturally and
renewable) they use (Earth Day, 2017) and record result in their HASS journals, is produced and consumed by humans.
adding to week ones work, along with: Renewable - resources which can be
Personal definitions and examples of natural, manmade, renewable and used repeatedly and replaced naturally.
non-renewable resources. Examples include oxygen, fresh water,
Two personal choices they can make at home or at school on how solar energy and biomass.
Non-renewable - a resource of
resources might be used more sustainably. economic value that cannot be readily
replaced by natural means on a level
equal to its consumption. Most fossil
fuels, such as oil, natural gas and coal
are considered nonrenewable in that
their use is not sustainable because
their formation takes billions of years.
 Lesson 4: Consume, consume, consume Placemat templates

Students watch the video created by kids on consumerism 2:33mins

https://www.youtube.com/watch?v=mK-2uB9qz3A as it introduces the
problems associated with consumerism and possible solution/actions to be
taken through the 3 Rs reduce, reuse, and recycle.
Many of our consumer choices are impacting negatively on the environment.
Using the placemat strategy (appendix c) in pairs, students are to discuss the
key issue Why are consumers creating too much waste? Students are able Good websites:
to conduct research on the internet, books and newspapers.
Behind the News
Draw out key ideas
http://www.abc.net.au/btn/stor
Buying excess wants (goods and services)
y/s3566684.htm
Feels good to have the newest things peer pressure, status
Advertisers target consumers to buy stuff they dont need disguising it War on Waste
as a need instead of a want e.g. latest and greatest iPhone version http://www.abc.net.au/tv/progr
Big companies want to make a profit ams/war-on-waste/
Students present their findings with the class in a short presentation and glue
their placemat sheets into their HASS journals.
3 GOING FURTHER Lesson 5 requires students to complete a Mockumentary The Majestic
self assessment to ensure they are on Plastic Bag link:
Lesson 5: How our environment is being impacted
track with the learning objectives listed https://www.youtube.com/watc
Watch The Majestic Plastic Bag A Mockumentary to engage students into a (see top of table). h?v=GLgh9h2ePYw
current environmental issue.
Students work in groups of three to identify an issue in the local community
relating to the environment and the impact citizens are having on it as
consumers using online research, newspaper articles, magazines etc. For
example litter, e-waste, plastic bags harming sea animals, using De Bonos six
thinking hats strategy (appendix d) to guide the inquiry students record their
thoughts surrounding a local issue.
White hat Facts and data
 Blue hat manages the process[s, are we keeping to the point? De Bonos 6 Thinking Hats
Green hat look for alternatives, new solutions and creative ideas
Black hat Judges and plays devils advocate I can see a few
problems with that plan
Red hat Considers feelings, both positive and negative
Yellow hat Explores value and benefits
Students complete a self-assessment (appendix )

4 MAKING/DRAWING CONCLUSIONS Lesson 6 students complete a peer Persuasive devices video:

assessment (see top of table) https://www.youtube.com/wat
Lesson 6 Can you convince me?
ch?v=nRAtS4s_Dr8
Students watch a video on persuasive language and identify the key
elements:
Repetition Waste, waste, waste!
Exaggeration If we dont take action today, the world as we know
it will cease to exist!
Exclamations Stop!
Emotive language Think about the poor, defenceless animals
that are suffering because of our waste.
Use rhetorical questions How would you feel if your home was
littered with rubbish?
Anecdotes My friends and I collected 50 pieces of rubbish in just
5 minutes.
Speak directly to the audience You need to stop.
Imperatives Stop now
Statistics There are over 6 billion plastic bags in the ocean.
Students are given time to write up a short presentation applying what
they have learnt from the video to persuade a fellow group on why their
 local issue identified in lesson 5 is important and requires consumers to be
informed and make changes.
Students complete peer evaluations (see table above).

Lesson 7 Writing persuasively Lesson 7 requires a formative assessment Persuasive writing plan
(see top of table) template
Students connect their ideas from De Bonos six thinking hats into a draft
persuasive text using a template to guide their writing (appendix e) which
will accompany their trash or treasure artwork (see below) at our school
sustainability display on parents night.
Students draft is submitted to the teacher for written feedback to allow for
modifications or further learning (if needed) before final submission.

Lesson 8 Writing persuasively

As a class teacher summarises key points from formative feedback given

and individual discussions take place with students where needed.
Students apply feedback and complete their final draft.
5 TAKING ACTION Lesson 7 uses peer assessment two stars Examples of Art from waste:
and one wish (see top of table) http://www.upcyclestudio.com.
Lesson 8
au/blog/10-photos-thatll-make-
Explore examples in the world where people have turned waste into art you-rethink-waste-forever/
(appendix f). Discuss as a class how the artists choice of material and design
helps communicate a message. https://au.pinterest.com/pin/31
8981586084236744/
 Students forms groups of three to begin brainstorming ideas for Trash or
Treasure? where they will adapt material identified as contributing to a local
environmental issue e.g. plastic bags, e-waste, into a piece of art to engage
and communicate to an audience on the issues consumerism is having on our
environment.
Present their plans and design to their peers for feedback.

Lesson 9
Resources gathered from
Students bring their trash from home and build their art piece ready for home and school e.g. plastic
display as part of the wider unit of sustainability (may need subsequent lessons bottles & bottles, lids, e-
to finish off). waste etc
Glue, scissors and other
Lesson 10 - Lapbook design material needed for
construction.
Teacher models her lapbook design (appendix g) which includes sections for
Defining needs, wants and consumer with examples Lapbook templates
Types of resources and examples Manilla folders as the base
Why are consumers creating too much waste? for the lapbooks
Their persuasive text on their chosen environmental problem Internet access for children
Cover page of their choosing (images, drawing, style) but must include to find images (if wanting to
the heading What is the relationship between the environment and add to lapbook)
my role as a consumer?
 Templates will be given for each section on how they are to insert the information
but they can choose their preferred layout (appendix h). Students complete the
sections using the information they have gathered in their HASS journals as a result
of the units learning. Students can use their own choice of images and colour to
enhance the lapbooks presentation.

STUDENTS ARTWORK, PERSUASIVE TEXT AND LAPBOOKS ARE PUT ON DISPLAY AT Summative assessment is conducted using
THE SCHOOL PARENT NIGHT AS PART OF THE WIDER SCHOOL FOCUS ON a rubric (see top of table) on both the
SUSTAINABILITY! artwork, persuasive text and HASS
learning outcomes.

6 REFLECTION Students complete self assessment (see

top of table) based on the unit of learning
Students complete a self-reflection on this unit of work (appendix _)
 Appendices

Appendix A Graffiti Wall

This strategy will help students to:

generate ideas and cover several issues or aspects efficiently

work collaboratively to learn from and share with others

1. Divide the class into small groups.

2. Give each group a large sheet of paper and different coloured felt pens (a different colour
for each group member allows for individual contributions to be tracked).
3. Provide each group with a different question, issue or statement to consider.
4. Within a designated time, groups graffiti' their paper with words, phrases or drawings
related to their question, issue or statement. Advise students that they own' the
word/comments/drawings they record. This means that they could be asked to explain or
clarify information where necessary.
5. The graffiti sheets are then passed to another group.
6. Instruct students to avoid repetition of ideas by ticking the comments they agree with,
writing comments next to ideas and writing their own new responses on the graffiti sheet.
7. The process is repeated until the graffiti sheets are returned to their original owners.
8. Groups read, discuss and summarise the graffiti sheets. Comments may be categorised in
order to draw conclusions or present a brief summary presentation to the class.
9. Planning for further learning experiences can be carried out using the students'
responses.

Adapted from Growing & Developing Healthy Relationships (Government of WA, n.d.)
 Appendix B Concept cartoon for lesson 1 diagnostic assessment

Retrieved from (Kleeman, 2015)

Appendix C - Placemat instructions

1. Place students in groups of two, three or four and give each group a large piece of paper.
2. The paper is then divided into sections based on the number of students in the group, with
a square or circle drawn in the centre (see templates below).
3. Pose a question, statement or dilemma for students to consider. For example: What
increases your risk of contracting an STI/BBV?
4. Each student writes their ideas or decisions in their section of the placemat. No discussion
is to occur in the groups at this stage. Make sure students have enough time to think and
work alone.
5. Students share, discuss and clarify ideas that have been written by each member of the
group. Remind students that they have the option to pass, especially if they do not know
each other well or it is their first attempt at a placemat.
6. The group shares and reviews all ideas to reach a consensus on one set of key ideas.
7. The key ideas are written in the middle section of the placemat.
8. These key ideas are shared with the class and discussed further to enrich learning.
Placemat template lesson 4

Why are consumers

creating too much waste?
Appendix D - De Bonos Six Thinking Hat Strategy lesson 5
Appendix E - Persuasive Writing Template lesson 7
Appendix F - Examples of artist who turned waste into art

Artist Jui Ishida helps to turn trash into

treasure! The 9 foot Whale art piece is made
entirely of collected plastic beach trash. Jui
created it with 6th & 7th graders from her
sons school. It was on display during the
holidays at Gallery EXPO in Long Beach.

https://au.pinterest.com/pin/318981586084236744/

This 30-foot long and 8-foot in diameter jellyfish piece is

made from marine debris found on the beaches of
Homer during multiple community beach cleanup
projects. Homer High School is borrowing the jellyfish
and other pieces of marine debris art from the Center
for Alaskan Coastal Studies to use as prom decorations
April 9. Photo provided
http://homernews.com/homer-news/schools/2016-04-
07/marine-debris-art-doubles-as-decor-for-prom

Educating people about ending their use of plastics is

perhaps the first order of business for activists
working on marine pollution, and artists like Diane
Cohen seem to be leading the way alongside
scientists. At Bioneers 2010 in San Rafael, CA last
weekend, artists from Washed Ashore created
extraordinary pieces of art, including a massive
bird, all made from plastics and litter found on
beaches. Making a problem visible is an important
component in getting people interested in solving it.
https://www.treehugger.com/natural-sciences/ted-talk-turning-off-the-plastic-pollution-faucet-
video.html
 This image of mobile phones,
taken in Atlanta in 2005, is
perhaps one of the most powerful,
showing just how much stuff we
throw away. It looks like
thousands of toy cars, but it's
actually thousands and thousands
of multi-coloured phones - which
could be donated or re-used in
any number of ways.

Jordans Running the Numbers series

aims to display Americas relationship with
consumerism. While he doesnt physically
make art from trash, he does showcase the
wastefulness of a consumerist society
eloquently. The first image, Plastic Bottles,
is a shot of 2 million plastic bottles shows
how many plastic bottles Americans go
through in five minutes.
https://www.webdesignerdepot.com/2009/12/non-trashy-recycled-and-trash-art/

Can you guess what this is? In this new era

of tech you might think that because we can
do so much stuff online, waste could be
reduced - but the tech itself is the waste in
this photo. Taken in New Orleans in 2005.

Recycled art and abstract paintings by contemporary artist

John Dahlsen. His environmental sculptures, installation art,
driftwood art, eco-art, digital prints, assemblage art wall works
and public art, are highly collectable award winning art
Appendix G: Teachers model of laptop design
Appendix H: Templates for laptop design