1. By: Melanie, Sissy, Robin & Matt

2. Unit Outcomes   This unit is designed to familiarise students with the notion of environmental sustainability. children learn about social responsibility, particularly practical steps that they can employ to monitor their wastage…… tackle environmental problems and issues.  influence children to think about the bigger picture, the quality of life for future generations  ethical awareness, values  education  The value of environmental education   To develop critical thinking processes.

3. Week 1 Week 2 Week 3

4. Week 1-Lessons  LITERACY LESSON : ENERGY  Today we are going to talk about how reliant we have become in the modern world on uninterrupted access to energy (electricity, gas, petrol-oil)  Initial discussion re: heatwave we experienced over summer and the problems the interruption of power supply caused. How were the students affected? Complete a list on the black-white board of student responses.  Students are to respond in sentence form with correct grammar to these questions.  If the power went out?  How would the classroom be affected at this moment?  What changes would occur in the school?  How would getting up and getting to school this morning have been affected?  Would there be any problems getting to school or going home?  What will be affected when you get home?  Once these responses have been made finish with class discussion on how we rely on the use of energy.  Students are then to complete Energy Smart Schools ‘Clean & Green’ word-search.  http://www.eere.energy.gov/kids/pdfs/activity_book_color.pdf http://www.eere.energy.gov/kids/pdfs/activity_book_color.pdf

5. Week 2-Lessons  NUMERACY LESSON: ENERGY  Following the discussion in previous lesson we will be discussing where energy comes from, and how it is generated. Students prior knowledge will be assessed through guided discussion. Focus will be on the production of energy and what is required to make-generate this power.  ACTIVITY: Run, Run, Run.  We use a lot of energy to heat and cool buildings like your home and our school. However, our bodies are able to heat themselves. When people feel cold, they can turn on the heating, put on a jumper or choose to do something active. In this activity we will measure how long it takes to feel warm by being active and how long that warmth lasts.  Materials: stopwatch, measuring tape or trundle wheel, witches hats or markers, worksheet.  PROCESS: Students are to work in groups of three. 1 student will be running. 1 student will record times with a stopwatch. 1 student will record the distance covered. (on provided worksheet)  Mark out 100 metres with witches hats.  Students to run back and forth (at their own speed) between the markers.  Record the time each student starts their run and time with stopwatch how long it takes for them to feel warm.  Students stop activity when warm.  Record the distance they ran and how fast they ran.  When they start to cool down, calculate how long they were warm When activity is completed we will have a brief discussion while the class cools down about how effective exercise is as creating heat energy.

6. EXTENSION ACTIVITIES LESSON 2 Students to complete a graph displaying the results of the Run, Run, Run activity. Under the graph the students are to write a brief reflection in sentence form describing what they have learnt about energy and its production and alternatives to putting on the heater to get warm. EXTENSION MATHS ACTIVITY: Exploring mean, median and mode using the data gathered in the Run, Run, Run activity. SCIENCE ICT ACTIVITY: Students conduct research on the computer to find how power is generated in Victoria and create pictorial representation of the cycle. Science activity students create a circuit using wire, battery and light globe; to experiment with energy concept.

7. Week 3-Lessons  LITERACY LESSON: ‘MY PLACE’ (N. Wheatly & D. Rawlins)  Read the class the book ‘My Place’ emphasise the changes to the landscape (nature-ecology) and the life of the characters ( focus on energy and resource use). Look at the four text blocks on every double page. Discuss with the students the four subjects they always cover. (home & family, community & environment, pets, celebrations) What are the two elements of the landscape which are found in every map? What do they symbolise?  Model activity for students on black-white board draw timeline (and discuss concept), illustrate (what are relevant images?) and write reflection (create example with students)  Students are to form small groups (3-4). Each group will be given a copy of ‘My Place’ they are to:  Starting at the back of the book, read through and track the changes to the environment over time.  Each group is to complete a timeline, with illustrations and short reflections on the changes to the environment between each of the periods in the book. Students are to designate responsibilities within the group.  EXTENSION: Students are to write a short reflection on how the environment and energy use has changed over time, using the land the school is on as an example. Students to compare 100 years ago, now and 100 years in the future.

8. Assessment & Evaluation