1. Topic: Me In My Environment ‘Considering the world we are a part of and how we can make decisions to manage & improve the quality of the school’s physical & social environment. Level: 2-3 Key Concepts: Interdependence Sustainability Personal & Social Responsibility & Action Biodiversity Key Dimensions: IN ABOUT FOR Learning Experiences: See Activity Guide in the ‘Me In My Environment’ section, Enviroschools Kit. Key Competencies: Thinking, Participating and Contributing, Using Language, Symbols and Text, Managing Self, Relating to Others Skills: Investigate, observe and experience our surroundings. Share, record and analyse maps and information. Consult with others and make decisions together. Attitudes/Values: Kaitiakitanga (guardianship) Co-operation and concern for all forms of life in our community and wider environment. Innovation, inquiry and curiosity, ecological sustainability. Actions: To produce a whole school vision map for the creation of a sustainable school environment for people and nature. ( Hard copy/digital copy for sharing.) Curriculum Area: Social Sciences Understand how people make choices to meet their needs and wants. (L2) Curriculum Area: Science Earth systems: Describe how natural features are changed and resources affected by natural events and human actions. (L2) Curriculum Area: English Constructs texts that show a growing awareness of purpose and audience through careful choice of content, language and text form. Conveys and sustains personal voice where appropriate. (L3) Curriculum Area: The Arts Developing Ideas/Visual Arts: Develop and revisit visual ideas, in response to a variety of motivations, observation, and imagination, supported by the study of artist’s works. Curriculum Area: Health & PE Healthy Communities and Environments/People and the Environment: Plan and implement a programme to enhance an identified social or physical aspect of their classroom or school environment. Curriculum Area:Technology Technological Practice/Planning: Undertake planning to identify the key stages and resources required to develop an outcome. Revisit planning to include reviews of progress and identify implications for subsequent decision making. (L3) Curriculum Area: Maths Geometry: Classify plane shapes and prisms by their spatial features. Represent objects with drawings and models. Use a co-ordinate system or the language of direction to specify locations and describe paths. (L3) Learning Outcomes: Students will: Build knowledge and understanding of what they know and feel about their environment and can observe in their surroundings. Keep a class Enviro Diary/Blog as a record of the learning (updated weekly or more). Explore key concepts and relate them to the school situation. Conduct a survey of sustainability in the school. Recap and summarise key learning about the school environment. Create a Vision Map that represents the values, principles and ideas of the whole class and whole school. What do we value in our school? Assessment: Whole class map that reflects students ideas and feelings about the health and sustainability of the school environment Whole school map. Documentation of the processes. Self assessment/rubrics for Key Competencies.

2. Me in My Environment Learning GuideMathsEnglishThe ArtsHealth & PEScience/ Technology Social SciencesTe Reo Maori Term 1 Week 6 (or before) What do you know now? Mapping My Place p62 (W1-2) Pepeha p64 (W1-2 Homework) Special Places p66 (all classes) Sounds & Colours p63 Special Places p66 Social Profile p67 Mapping My Place p62 (W1-2) Sounds & Colours p63 Special Places p66 Social Profile p67 Pepeha (all classes) Week 7 What can you observe? Pattern Hunt p75Word Hunt p69 Alphabet Hike p70 Close Encounters (Hear) p72 Alphabet Hike p70 Close Encounters (Touch) p73 Pattern Hunt p75 Restless Minds p68 Close Encounters (See, Taste & Smell) p71, 74 A Day in the life of..p77 (all classes A Day in the life of.. P77 (ll classes)) Week 8-9 What can you learn? A:Inter-reateness B: There are limits… C: We have.. Last Sunflower p102 World in a Lunchbox p103 Rangi & Papa p79 Tane & Tangaroa p98 Make a Tree p78 Mihi to Rangi & Papa p79 Make a Tree p78 Rangi & Papa p79 Web of Life 1 & 2 p95-7 Sustainability Photos Rangi & Papa p79 Tane & Tangaroa p98 If Earth were p101 Last Sunflower p102 World in a Lunchbox p103 Rangi & Papa p79 Tane & Tangaroa p98 Mihi to Rangi & Papa p79 Term 2 Week 1 What can you learn? D: Kaitiaki… E: Living… F: Designing… Design An Object p119 Consumer Choice (homework) Kaitiakitanga p104 Various Values p111 Playing Our Part p113 Sustainability Puzzle (see cover) (all classes) Kaitiakitanga p104 Decisions Decisions p109 Design An Object p119 Kaitiakitanga p104 Decisions Decisions p109 Various Values p111 Playing Our Part p113 Design An Object p119 Week 2 What can you measure? EnviroSurvey p121 (all classes) Week 3-4 What would you change? Pool of Knowledge (all classes) - see kit

3. Me in My Environmen t Learning Guide MathsEnglishThe ArtsHealth & PEScienc e/Technology Social Studies Te Reo Maori Week 5 Mapping a WHOLE SCHOOL VISION! Integrated Activities Mapping the whole school vision will need to be steered by your Enviro group who will co-ordinate and communicate with different groups in the school community. Sharing class ideas: Pools of Knowledge or class maps shared with the school community. May be a whole school exhibition/Community tour/Classroom tour/Hui/Open afternoon? Compiling Draft Vision Map: Establish guiding principles/sort ideas/create stroyboards/explore icons Consultation with BOT, staff and other groups: May be done at council meeting or at an open evening! Drawing final Vision Map: Use your community! Any expertise out there? Vision Map Use: What will it be used for? Prioritising class projects/raising awareness/reflection/funding applications? Whole school assemblies/class visits to view/share what classes have been doing. Display vision map and actions on plasma screen in Office Week 6 Mapping a WHOLE SCHOOL VISION! Week 7 Mapping a WHOLE SCHOOL VISION! Goals reached at the end of the Term Each classes ideas have been collated into an overall school vision map that everyone agrees is the basis for creating a sustainable school. The vision map is on display for the school and community to view & its use has been decided upon. Teachers, students & community have a guiding vision to work towards, to plan for and to make happen! Whole school, community & children’s participation and involvement in the whole school map is evident. Reflective Assessment Staff reflection on the Term unit ‘Me in My Environment’ Children’s reflection on the term and the processes they went through. Community reflection on involvement in the processes (ie Envirogroup participation/Vision map consultation) Documentation for facilitator (photos, scrapbooks, story boards, art etc)