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NAMES: Nate Clark 2133916 TIME: 12:20-1:00 DATE: Tuesday

Liam Davies 2148467 17/6/18


Michael Goode 2135880

ACTIVITY: Minimal Impact Camping CLASS / HLPE3532 - 17 Participants


YEAR/NUMBER OF
PARTICIPANTS

EQUIPMENT / PowerPoint, Post-It Notes, SPACES NEEDED Classroom/Sturt Oval


RESOURCES: Markers, Lollies, Rubbish

General Learning Intentions

Understand-
Students will understand that implementation of minimal impact principles protects the natural environment and its
inhabitants.
Know-
Students will know that the no trace principles minimise erosion and damage to flora and fauna Students will know how
to minimise their environmental footprint through rubbish disposal practices.
Do-
Students will be able to implement minimal impact principles to minimise erosion and damage to flora and fauna in an
outdoor setting
Students will be able to communicate and contribute to classroom discussion to enable a positive learning environment.

Specific Student Learning Outcomes Specific Teacher Outcomes:


Cognitive & Physical: Management: (operating framework & interactions)
Classroom will be organised to allow teachers to move
Students will be required to plan and implement strategies freely, interact with the class and ensure the students are
for moving through dense bushland. immediately immersed within the learning environment.

Demonstrate their knowledge through appropriate Teachers will establish a positive, non-judgmental
walking techniques. classroom environment to facilitate engagement, learning
and critical thinking.
Personal Responsibility:
Presence: (verbal & non-verbal communication)
Students will understand their role in ensuring they leave
minimal trace of their visit and recognising personal Teachers will communicate effectively with students within
responsibility in maintaining a clean and safe environment the lesson (clear, appropriate tone, basic language) and
for all species. facilitate student engagement through the use of
elaborative and effective questioning.
Social:
Other Pedagogical Considerations:
Students will complete lesson tasks (damaging flora and
fauna, reducing waste/footprint) by communicating and Teachers will ensure learning objectives are presented and
collaborating effectively in small groups. discussed pre and post lesson, with formative assessment
tasks designed to help students reach these goals.
Affective:
Teachers will use Google slides with information and
Students will value the learning opportunity presented anchor images to support verbal messages and ensure
and be enthusiastic in completing tasks. student understanding.

Participate in class discussions and question new ideas and


concepts in order to best understand the topic.

Students will challenge their belief systems around MIC by


discussing their past and future involvement with the
environment.
SPECIFIC LEARNING ACTIVITY FOCUS CLASS TIME
OUTCOMES ORGANISATION

I This activity requires Post-It Note Hook Students will be shown an Students will be 12:20-12:30
n students to draw on prior Activity example of a MIC picture seated in three
t knowledge and Each student will get a prior to the activity to table groups for
r understanding of impact post-it note. make certain task is this activity.
o that humans have on the Students will have 60 properly understood. Teachers will be
natural environment, seconds to draw a Teachers will be floating moving around
particularly while hiking picture they associate table to table during the classroom
and camping. Further to with minimal Impact in 60 seconds to ensure assisting/monito
this, the task gives the the outdoors. students are on task and ring student
opportunity for students Students will share to brainstorm ideas if progression.
to reflect on minimal their picture with their necessary.
impact principles within peers in table groups.
their own lives, and Emphasis is not on After peer-sharing,
therefore make students creating teachers will prompt a
heightened and ongoing magnificent art pieces, class discussion that
connections to the content but applying their focuses on the waste
and overall learning understanding and created during the activity
intentions. prior knowledge of and discuss strategies to
minimal impact minimise our
camping in a creative environmental footprint
and expressive way and engage in sustainable
practices.
D This activity requires Field Trip Activity Explicit teaching and Students will be 12:30-12-50
e students to implement This activity will see strategic class questioning grouped with
v ‘leave no trace’ principles small groups of will be used to elaborate their tutorial
e to minimise erosion and students explore ‘leave on key understandings partners. A small
l damage to flora and fauna no trace’ principles that introduced in the section of Sturt
o in an outdoor hike. minimise their impact classroom. Students will Oval will be
p on local flora and be questioned on the used, with
m fauna. The activity will reasoning behind their students
e take place on Sturt path and will be required beginning their
n Oval, where students to demonstrate their walk from the
t will need to walk higher order thinking skills east side, (near
approximately 35m. when responding. the stairs leading
Students will start to carpark 14).
walking at different Questioning: The teachers will
‘entrance points’ and be floating
will be told to keep to How as a group did you around the
the trails (paint lines) or reach your destination? walking area in
cut across the shrub if order to take
necessary.. A class What path did you take? note of the
discussion will follow students walking
the task, with students What is the reasoning path/style/direct
needing to justify the behind your chosen path? ion.
path they took based
upon their What ‘no trace’ strategies
understanding of did you implement?
‘leaving no trace’
principles. Additionally, Do you think these were
a bag of lollies will be effective? Why/Why not?
placed by the
destination marker to
test student
understanding of the
‘leave what you find’
concept of MIC.

Footprint Test Activity


This activity requires
small groups of
students to try a
“footprint test” on a
number of different
surfaces. Each group
will share with the
others what impact
their footprints had on
the different surfaces.
A conclusion will be
reached by the class
about which surfaces
would be best to travel
on and why.
C The debrief and exit ticket Debrief/Exit Ticket Students will be 12:50-1:00
l allows students to Teachers will conduct a seated in their
o evaluate and reflect on reflection on key ideas table groups for
s their learning in this lesson through explicit this activity.
u and creates the teaching methods. Teachers will be
r opportunity to apply new Students will then be moving around
e understandings to the 3- required to complete classroom
day bushwalk conducted an exit ticket where assisting/monito
later in the semester. they elaborate on their ring student
knowledge/consolidati progression.
on of learning and
transfer it into the
context of a 3-day hike.