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Year Level and Target Areas
Rationale
The Big Picture
Key Outcomes
Structure
Assumed Prior Knowledge
Learning Areas
Development
Resources
References
Year Level and Target Areas
Rationale
The Big Picture
Key Outcomes
Structure
Assumed Prior Knowledge
Learning Areas
Development
Resources
ReferencesBack
Fwd
Year 8
Drama
English
Health & PE
Maths
Science
SOSE
4 classes x 25 students
Year 8
Drama
English
Health & PE
Maths
Science
SOSE
4 classes x 25 students Back
Fwd
• The environment is in crisis
• Our future generations will bear the burden of
our continued inaction
• Alternate way through sustainability
• Theme = six learning areas + essential
learnings + key competencies
• Integrated Multidisciplinary
• Practicality of delivery
• Integrated day •
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Fwd
Time Monday Tuesday Wednesday Thursday Friday
8.40-8.55 Homegroup
8.55-9.45Maths Skills Science Skills Integrated Health & PE Skills SOSE Skills
9.45-10.35
10.35-10.55 Recess
10.55-11.45English Skills Drama Skills Integrated Group Work
English
11.45-12.35 Science
12.35-1.40 Lunch
1.40-2.30 Health & PE SOSEIntegrated
Maths Drama
2.30-3.20 Discussion & Reflection Discussion & Reflection
Homegroup
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Fwd
design and construction
community consultation
conservation
eco-transportwaste management
renewable energywater
solutions
Designing an
environmentally
sustainable
community
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Integrate a core theme with an appropriate curriculum,
which easily adapts to all subject areas
Appreciation for sustainable living
Practical application
Empowering students to effect social change
Making connections between all subject disciplines
Creating life long learners
Fostering and valuing creativity
Assessment:
Final presentation 50%
Subject based work 40%
Journal 10%Back
Fwd
Time Monday Tuesday Wednesday Thursday Friday
8.40-8.55 Homegroup
8.55-9.45Maths Skills Science Skills Integrated Health & PE Skills SOSE Skills
9.45-10.35
10.35-10.55 Recess
10.55-11.45English Skills Drama Skills Integrated Group Work
English
11.45-12.35 Science
12.35-1.40 Lunch
1.40-2.30 Health & PE SOSEIntegrated
Maths Drama
2.30-3.20 Discussion & Reflection Discussion & Reflection
Homegroup
Back
Fwd
OVERVIEW
Week Topic
1 Sustainable Principles
2 Waste,
Resources &
Energy
3
4
5 Transport
6
Housing7
8
9 Catch-up & Revision
10
11 Group Work
12 Whole School Assembly/Presentation
13 Parent/Community Presentation
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Each subject will determine prior knowledge in the
initial weeks of the term (pre-assessment)
Given the constructivist nature of integrated
curriculum, we seek to build upon, and have
students construct, knowledge
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Fwd
Sustainable Principles
Scrapbook challenge:
Scrapbook and research, sustainable environments, google youtube and books.
Watch An Inconvenient Truth documentary
Assessment: Journal Entry (Formative)
Waste, Resources & Energy
Let’s improvise the future:
Tableau, narration, agitprop
Watch Walle movie
Getting the message:
Face to face fairy tale, rich man/poor man
Performance
Urban Poetry:
Joel Turner
Sunscreen
Performance
Assessment: Journal Entry (Formative)
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Fwd
Transport World of Change:Political theatre, Jingles for justice, PerformanceAssessment: Journal entry
Housing Race for Change:Social justice, GlobalisationEpic Fairytale twists and advertising epic change:Marketing ideas in the media, form final groups, media format and concepts, performanceAssessment: Journal entry
Consolidation & Assessment
Scripting improvisations and scenes for performance:Play, advertisement, web design, theatrical design concept, performanceAssessment: Journal entryAssessment: Final performance
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Fwd
Sustainable Principles
Brainstorm Prior knowledge
What is Global Warming?
Watch The Day After Tomorrow
Assess film as a valid comment on a social issue
Waste, Resources & Energy
Renewable v non-renewable energy – class debate
Watch The Simpsons “Trash of the Titans” episode – breakdown characters, draw comparisons between episode and real life issues, Assessment: Campaign to run for Sanitation Commissioner of the class
Transport “Tindo” – Website
Composition/structure of articles and press release
Assessment: Prepare a press release or newspaper article about Tindo
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Housing Sustainable housing building materials and their characteristicsLook at two fairytales: The Old Woman Who Lived in a Shoe & The Three Little Pigs. Discuss structure and origins of fairytales (morals etc)Assessment: Rewrite one of these fairytales replacing the original housing with a sustainable material – how does the story change? What is the new moral?
Consolidation & Assessment
Assessment: In groups, create an advertising campaign to present to the class promoting living in a sustainable community. Draw on all elements covered during the unit. Presentation should include visual aids, appropriate choice of language, music, costumes, target audience etc.
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Week 4 Energy
Aim: To develop an understanding of the role of
energy in the body and an appreciation of how
energy can be harvested from everyday activities.
Energy intake diary: Students record their own
energy consumption over a week, so that this
data can be analysed and synthesized in a way to
better their own health.
Week 4 Energy
Aim: To develop an understanding of the role of
energy in the body and an appreciation of how
energy can be harvested from everyday activities.
Energy intake diary: Students record their own
energy consumption over a week, so that this
data can be analysed and synthesized in a way to
better their own health.
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Video of Eco-Dancefloor: View a practical
application of alternative energy sources in a way
that is interesting, meaningful, and innovative.
Students then design their own energy capturing
generating device relating to anything of interest:
bike, speed hump, dance floor, discussing the
pros and cons of such an application.
Video of Eco-Dancefloor: View a practical
application of alternative energy sources in a way
that is interesting, meaningful, and innovative.
Students then design their own energy capturing
generating device relating to anything of interest:
bike, speed hump, dance floor, discussing the
pros and cons of such an application.
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Fwd
Week 6 - Housing - A house and a body are
both living things.
Aim: To develop students awareness of life
processes with reference to the efficiency and
sustainability of these systems.
Week 6 - Housing - A house and a body are
both living things.
Aim: To develop students awareness of life
processes with reference to the efficiency and
sustainability of these systems.
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Fwd
A house takes in materials, energy and produces waste.
It then hibernates for some time, emitting a range of
chemicals, it interacts with its environment and requires
maintenance. Without adequate ventilation and
maintenance it will rot and may die.
A house takes in materials, energy and produces waste.
It then hibernates for some time, emitting a range of
chemicals, it interacts with its environment and requires
maintenance. Without adequate ventilation and
maintenance it will rot and may die.
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Fwd
A body is made of materials, requires energy and
produces waste. It goes through periods of greater and
lesser energy demands, and changing rest cycles. It emits
a range of chemicals through interactions with its
environment, and requires maintenance. Without proper
maintenance and respiration/circulation, it will rot and may
die.
A body is made of materials, requires energy and
produces waste. It goes through periods of greater and
lesser energy demands, and changing rest cycles. It emits
a range of chemicals through interactions with its
environment, and requires maintenance. Without proper
maintenance and respiration/circulation, it will rot and may
die.
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Fwd
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Compare the life-cycles of a human cell and a
house brick, in terms of energy requirements,
use of materials and durability. Both are
functional components of a greater whole.
Compare the life-cycles of a human cell and a
house brick, in terms of energy requirements,
use of materials and durability. Both are
functional components of a greater whole.
……
Introduction Numbers and houses: Zero-emission houses.
What does this mean? Brainstorm ideas for a community of the future
Waste, Resources & Energy
Keeping the Balance – Storm water flows , adding and subtracting equations. Flow charts.
What will become of us? – Tabling and Data collection.
Percentage and Use – percentage increase, lets understand the jargon.
Assessment: Topic Test
Transport “Scatter Plots” – School survey of travel habits
Statistics, tabling and graphing.
Rates of Change – Co-ordinate Geometry
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……
Housing Water-waste
Housing design – calculation of appropriate water tank. Volume, Capacity and Area.
Assessment: Directed Investigation – rain water collection in my home.
Housing – Design
Ladies and Gentlemen start your housing.
Electricity generation.
Housing Design Process.
Assessment: Group Assignment – Design a zero-emission house.
Housing - Creative
“Creative Creature Comforts” – Design and include a special feature of your own that can be added to your house.
Assessment: Individual Report – Present your creation of ‘something special’ to your house.
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Energy & Materials
Advantages and disadvantages of renewable energy resources. Improve current renewable energy technologies? Use in a new and innovative way?
Investigation of physical and chemical properties of materials to best assess their effective utilisation in an ecologically sustainable house
Working Scientifically values:explore, generate, test and relate ideas; ask questions and seek explanations open-mindedness, critical-mindedness and persistence understand the provisional, expanding and constructed nature of knowledge
SACSA Strands – Energy Systems, MatterStandard 4.3, 4.4, 4.7, 4.8
Energy & Materials
Advantages and disadvantages of renewable energy resources. Improve current renewable energy technologies? Use in a new and innovative way?
Investigation of physical and chemical properties of materials to best assess their effective utilisation in an ecologically sustainable house
Working Scientifically values:explore, generate, test and relate ideas; ask questions and seek explanations open-mindedness, critical-mindedness and persistence understand the provisional, expanding and constructed nature of knowledge
SACSA Strands – Energy Systems, MatterStandard 4.3, 4.4, 4.7, 4.8 Bac
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Water
Use, management, conservation, supply and treatment (sanitation, water quality, health, disease prevention)
Critical inquiry and reflection with a view to the third world and the differing perspectives between first world and third world (ie: wealth, social, cultural, political etc)
SOSE values of ecological sustainability and social justice
SACSA Strand: Place, Space & Environment Standard 4.4, 4.5, 4.6
Water
Use, management, conservation, supply and treatment (sanitation, water quality, health, disease prevention)
Critical inquiry and reflection with a view to the third world and the differing perspectives between first world and third world (ie: wealth, social, cultural, political etc)
SOSE values of ecological sustainability and social justice
SACSA Strand: Place, Space & Environment Standard 4.4, 4.5, 4.6
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http://educ3608.wikispaces.com/http://educ3608.wikispaces.com/
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Beane, J. A. (2005) A Special Kind of Unity in Brown, E and Saltman, K (eds) The Critical Middle School Reader, Routledge, New York, p. 395-408.
Beane, J. A. Organising the Middle School Curriculum, National Middle School Association Website (Online, Accessed 23 October 2009) URL: http://www.nmsa.org/Publications/WebExclusive/Organizing/tabid/651/Default.aspx
Black, P. and Wiliam, D. (1998) Inside the Black Box - Raising Standards Through Classroom Assessment, Phi Delta Kappan, vol 80, no. 2, p. 139-148.
Chadbourne, R. (2003) What Makes Middle Schools and Middle Schooling Distinctive, If Anything? Queensland Journal of Educational Research, vol. 19, no. 1, p. 3-12.
Hayes et al (2006) Productive Pedagogies in Teachers and Schooling Making a Difference – Productive Pedagogies, Assessment and Performance, Allen and Unwin, Crows Nest, NSW, p. 32-81.
Lounsbury, J. H. (1996) Key Characteristics of Middle Level Schools (Online, Accessed 23 October 2009) URL: http://ceep.crc.uiuc.edu/eecearchive/digests/1996/louns96.html
Whitehead, K. (2005) Integrated Curriculum in the Context of Challenges to Middle Schooling: An Australian Perspective, Middle School Journal, vol. 36, no. 4, p. 41-50. Bac
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