Action+Plan

**Intended Learning Sequence:**

//** KLA: **// SOSE
 * //Unit:// ** 'Creating a Sustainable Future'
 * // Year: //** 6
 * // Assessment Task: //** Students take on the role of an 'agent of change' where they will envision ways to reduce environmental impact from a local perspective. They will assess the ecological footprint of their school from the management of resources to ways they can minimise the consumption of energy, water and waste. Through analysing evidence of the ecological footprint of their school, students will be required to develop a group action plan that envisions and seeks to create the sustainable school of the future. Through the phase of inquiry students will be expected to utilise a range of digital content from a webquest, blog and wikispace to collaborate and tools for organising the knowledge that supports their final action plan. As a component of the criteria sheet students are to present their action plan to the class creatively using a choice of ICT. Students will maintain a hard copy journal where they will record any printable or written items obtained throughout the unit.

**//Key Question//** - What can I do locally to contribute to an environmentally sustainable future?

//Knowledge// || //Learning Experiences & Student Use of ICT//  || //Resources & ICT// ||||  //Pedagogy & Learning Manager Use of ICT//  ||
 * //Phase of Inquiry // || //DoL &//
 * **Tune In:**

What is sustainability all about and why is it important?

//**Knowledge﻿**// • Students are introduced to the webquest through demonstrating its use via the interactive whiteboard. • Students are provided a contract with the webquest URL and safe, legal and ethical expectations to be signed by themselves and parents. • Students watch a cyberbullying video prior to engagement in the online environment. • Engage students with the You Tube video that details the concept of sustainability through the sub-question in the webquest. • Students complete a KWL chart based on sustainability concepts explored in an e-book called Ollie's Island online e-book. • Individually students will use a visioning exercise where they develop a word document to describe and summarise the school as it is today, any prior knowledge of environmental issues or action being taken in the school or the local area and where they would like their school to be in the future. • Students will post a reflection about how they feel about sustainability in the designated spot within the class blog. || • Webquest • Microsoft Word • Students contract & criteria • Interactive whiteboard • Blog • You Tube video, 'Sustainability explained through animation' • Ollie's Island online e-book • |||| • Learning manager has developed an understanding of sustainability content • A webquest will be created with scaffolded content that links to the learning material and a blog with steps and instructions that correspond with the content in the webquest. •The learning manager will scaffold the use of ICT through relevant modelling in class and use the first blog activity to demonstrate how it is used aswell as reiterating safe, legal and ethical behaviour expectations. ||
 * ** || //**Acquire & Integrate**//
 * D1, D2, P1, P2** || • Students are introduced to the unit through presenting the key question and task as well as a criteria sheet.
 * **Explore:**

How does the production and consumption of our resources impact the environment? **﻿**  **﻿**  || //**Extend &**// //**Refine**// //**Knowledge**// • Students will consider three main foci, water, energy, waste and access information through Ollie's Island online e-book and the You Tube video Story of Stuff. • Students will use a digital Venn diagram to record and compare each of the three foci, energy, water and waste. • Exploring the 3 Rs (reduce, reuse, recycle) in the webquest students will create their own unique slogan and share it with their peers in the class blog. • Through the task students have taken on the role of an 'agent of change'. • Students are encouraged to be creative and perhaps use a Voki in role to present their slogan in the blog. || • Webquest • Ollie's Island online e-book • You Tube, 'Story of Stuff' • [|Digital Venn] Diagram • Voki • Blog |||| • Learning manager has explored concepts of the production and consumption of resources to scaffold tasks. • The Learning manager creates a Voki to be embedded into the webquest. The Voki outlines content knowledge associated with the phase of enquiry while providing students with a model for creating their own. • The learning manager will model how to embed a Voki in the class blog by using the example created. • A document that outlines the instructions on using a Venn diagram is provided to students in the webquest. • The learning manager will additionally model the use of the interactive Venn diagram and how to save and edit it. ||
 * D1, D2, P1, P2** || • Students will explore the consumption and production of resources based on the sub-question in the webquest.
 * D1, D2, P1, P2** || • Students will explore the consumption and production of resources based on the sub-question in the webquest.
 * ** Look: **

How can we measure the impact on our environment?

//**Refine**// //**Knowledge**// • Students will locate information about an ecological footprint through Ollie's Island e-book. • Student will locate a video that details how an ecological footprint works in their webquest in the inquiry phase. • Students will complete a survey to assess their own personal ecological footprint. • In the class blog students will compare the results of their survey and suggest to their peers ways they could minimise their environmental impact based on the results. || • Webquest • Ollie's Island online e-book • Student footprint survey • Blog |||| • The learning manager structures the tasks using the appropriate content knowledge and tools to ensure students are given the opportunity to collaborate through a blog activity that is inclusive of the types of thinking that can be gained from the inquiry phase. • The learning manager develops an ecological footprint survey for students to access through using Survey Monkey. The use will be modelled in class through a demonstration via the interactive whiteboard.
 * ** || //**Extend &**//
 * D1, D2, D3, D4, P1, P2** || • Students will explore the concepts of an ecological footprint.
 * **Sort:**
 * **Sort:**

What are renewable and non-renewable resources?

**//﻿//** || //**Extend &**// //**Refine**// //**Knowledge**// • Students will use the webquest to locate relevant information about renewable and non renewable reources. • Through an interactive concept mapping tool called //bubbl us// students will brainstorm a resource within each category (renewable and non-renewable) and provide an example such as renewable sunlight and solar energy. • Students will be provided an opportunity to work in pairs to complete the activity and share it with the whole class on the interactive whiteboard. • An example is provided for students in the webquest to scaffold the expected structure. • Students will visit the library to locate additional resources to assist with their inquiry. || • Webquest • bubbl us • Library • Interactive whiteboard |||| • The learning manager has developed the content knowledge to suit the learning needs of the cohort. • The learning manager provides an example of the structuring expected using //bubbl us// and an example is provided through the webquest to scaffold student thinking. • Students will be given the opportunity to work collaboratively and to share their ideas to the class using the interactive whiteboard. ||
 * D1, D2, P1, P2** || • Students will focus on renewable and non-renewable resources.
 * **Test:**

Do you think it is possible to reduce our impact on the environment?

|| //**Use Knowlede**// //**Meaningfully﻿**// • Students will be directed to the Living Greener website through the webquest that provides conclusive action being carried out within Australia today. • In a wikispace students will use the six thinking hats to provide their own perspective based on the inquiry question collaboratively. • Students will be provided their own username and password to access content in the wikispace. || • Webquest • Wikispace 'six thinking hats' |||| • The learning manager will create a wikispace and embedding the six thinking hats strategy linked to the webquest. • Students will be provided a username and password. • Safe, ethical and legal expectations will be outlined through the modelling of the wikispace use. • Detailed instructions will be provided to outline its use in the webquest.
 * D2, D4, P1, P3** || • Students will be introduced to the concept of developing a perspective or opinion based on factual information regarding the reduction of environmental impact through a class discussion.

||
 * **Act:**

What can I do to reduce our environmental impact at school?

|| //**Use Knowlede**// //**Meaningfully**// • Students will be assigned an environmental team (groups of 3-4) to develop an action plan based on the task. • Through the webquest students will explore the ecological footprint of their school utilising ecotude to direct their action plan. • Groups will compile an email to the principal to gather information about the school aswell as URLs of blogs and wikispaces to share their learning and proposed actions with the principal. • Groups are encouraged to communicate about the possibilities of action via the class blog. • Students will be expected to use ICT using a [|list of tools]to choose from. • Creativity is welcomed and an example is provided such as using a role play to create a video news report. • Class time will be provided for students to explore the selection of tools to be used || • You Tube 'Our Sunshine Coast, it's too good to waste' • Webquest • A list of tools (Photo Story, Movie Maker, Power Point, Glogster) • Class camera/camcorder • Ecotude • Blog |||| • The learning manager structures the use of ICT to maximise the intended levels of thinking. • The choice of ICT is provided so as to not narrow students creativity and to utilise it best suit their intended needs and goals. • Students are provided an email address at the beginning of the school year • Class time is provided to scaffold learning and to ensure students can utilise the tools to their maximise advantages. • Students are provided an opportunity to work collaboratively. ||
 * D1, D2, D4, P2, P4** || • Students will look at a You Tube video about excess waste on the Sunshine Coast to emphasise and encourage action from a local perspective
 * **Reflect:**

How do I feel about my contributions to a sustainable future? **//﻿//** || //**Use Knowledge**// //**Meaningfully**// • Students will consider their contributions as an agent of change. • Their thinking will be scaffolded by using guiding questions in the blog, what did I do to contribute to a sustainable future? How did I it? What actions were necessary? Why are they important today? • Students are encouraged to comment on the reflections of their peers as a component of collaborative learning. || • Blog |||| • The learning manager encourages students to comment on the reflections of their peers as a means to obtain further perspective that can ultimately lead to positive future applications of the knowledge explore through the inquiry. ||
 * D1, D4, P3** || • In the class blog students will reflect on their learning.

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