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: 1 Key Concepts: Interdependence Sustainability Biodiversity Personal & Social Responsibility & Action 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 Habits of Mind: Skills : Investigate, observe & experience our surroundings. Share, record and analyse maps & info. Consult with others & make decisions together. Attitudes/Values: Kaitiakitanga Co-operation & concern for all forms of life in our community & 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 & nature. ( Hard copy and digital copy for sharing.) Curriculum Area: Social Sciences Understand that people have different roles and responsibilities as part their participation in groups. Curriculum Area: Science Strand: LW Recognise that all living things have certain requirements so they can stay alive. Curriculum Area: English Speaking, Writing and Presenting Descriptive/Personal writing - is developing and conveying personal voice when appropriate Curriculum Area: The Arts Strand: Visual (photography, sketching, colour/ texture exploration), Sound Arts (environmental) Drama Curriculum Area: Health & PE Strand: HCE Take individual and collective action to contribute to environment that can be enjoyed by all. Curriculum Area:Technology/Maths Describe their position in relation to a person or object. Conduct investigations using the statistical enquiry cycle. Technological Practice Outline a general plan to support the development of an outcome, identifying appropriate steps and resources. Learning Outcomes: Students will: Build knowledge and understanding of what they know & feel about their environment & can observe in their surroundings. Keep a class Enviro Diary/Blog as a record of the learning (updated weekly or more). Explore key concepts & relate them to the school situation. Conduct a survey of sustainability in the school. Recap & 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 & feelings about the health & sustainability of the school environment Whole school map. Documentation of the processes. Formative Self assessment/rubrics for Key Competencies and Habits of Mind.

2. Me in My Environment Learning GuideMathsEnglishThe ArtsHealth & PEScience/ Technology Social SciencesTe Reo Maori Term 1 Week 6 What do you know now? Mapping My Place p62 Pepeha p64 Special Places p66 (all classes) Sounds & Colours p63 Special Places p66 Social Profile p67 Mapping My Place p62 Sounds & Colours p63 Special Places p66 Social Profile Pepeha (all classes) Wk 1- 5 Pepeha (all classes) Wk 1 - 5 Week 7 What can you observe? Pattern Hunt p75Word Hunt p69 Alphabet Hike p7 Close Encounters (Hear) p72 Alphabet Hike p70 Close Encounters (Touch) p73 Pattern Hunt p75 Close Encounters (See, Taste & Smell) p71, 74 A Day in the life of..p77 A Day in the life of.. P77 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 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) p145 - 148 in Kit EnviroSurvey p121 (all classes) p145 - 148 in Kit EnviroSurvey p121 (all classes) p145 - 148 in Kit EnviroSurvey p121 (all classes) p145 - 148 in Kit EnviroSurvey p121 (all classes) p145 - 148 in Kit EnviroSurvey p121 (all classes) p145 - 148 in Kit EnviroSurvey p121(all classes) Week 3-4 What would you change? Pool of Knowledge (all classes) - see kit

3. Me in My Environment Learning Guide MathsEnglishThe ArtsHealth & PEScience /Technology Social StudiesTe 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)