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Part of the VCAL Youth Eco-Challenge curriculum resource.
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Unit 1: Introduction to Sustainability
Outline
This project was funded by the Department of Sustainability and Environment.
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Unit 1: Introduction to Sustainability
Outline Time allowance: 3 hours Key themes:
• Introduce course outline • Setting ground rules • Group & personal development • Understanding what environment & sustainability means
VCAL Unit Level:
• Personal Development Foundation 1 • Personal Development Foundation 2 • Literacy: Reading and Writing Foundation & Intermediate • Literacy: Oracy Foundation & Intermediate
Overview of Learning Activities .......................................... 2 Session Plan......................................................................... 4 Learning Outcomes ............................................................. 6 Resource Requirements...................................................... 7 Main Learning Objectives ................................................... 8 Further Resources............................................................... 8 Overview of Learning Activities This unit is an introduction to the course outline of the Youth Eco Challenge. It is designed to help students consider what sustainability means to them. It will also clarify what is meant by ‘ecology’ and ‘biodiversity’, as key concepts in a sustainable future.
1. Team building games and activities
The introductory session to the unit is important for setting an engaging atmosphere where the overall structure of the course is introduced. The session is designed to establish group norms and encourage student activity and interaction using a range of personal development and team building games that are interspersed throughout the session. They will be extremely important if the unit is conducted in situations where students in the class do not know each other.
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2. Metacognitive/thinking skills
The “Johari Window” and the “Learning styles game” are reflective activities where students develop their metacognitive skills. In other words, they learn about learning. In discussing the Johari Window, students have an opportunity to consider how learning in a group can be a powerful way of expanding their knowledge about themselves and the world. The Learning Styles game gives the students and the teacher direct information about the learning styles of each individual. It is a useful exercise in self‐reflection as well as an important source of information for the teacher.
3. General environmental knowledge
Three of the activities are designed to assess students’ existing knowledge and attitudes toward the environment; “What is ecology?”, “What is sustainability?”, “What do you think about the environment?”. While there is some specific content, the session is largely designed to develop an understanding of what the students are interested in and to help orient them toward learning and being empowered to make a difference in their lives.
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Session Plan
Unit 1: Introduction to Sustainability Date: Start time: 9.00am Finish time: 12.00pm Time allowance: 3.00hrs Key themes:
• Introduce what we will be doing • Setting ground rules • Group & personal development • Understanding what environment & sustainability means
SS = slide show WS = student worksheet AG = teacher’s activity guide HO = student handout Time Topic Learning Outcomes
(As a result of this unit, students should be able to…)
Activity brief description Resources
10 minutes 1. Introductions and overview
• Outline what we will do over the 2 terms
• How it fits into VCAL • Know who the teacher is
Housekeeping & Introductions Overview of the YEC & its objectives How it relates to VCAL Purpose: To develop leadership opportunities for young people in sustainability practice To increase community awareness of sustainability issues
SS: Youth Eco‐Challenge Overview (note – this will need to be updated with information specific to when and how it is being run) Computer & data projector
25 minutes 2. Icebreaker e.g. My hand
• Know more about each other and each others’ names
Everyone trace their hand on paper and record something about themselves according to five topics – one for each digit. They then pair up and each pair introduce each other from what they recorded.
WS: Introduction to Sustainability
10 minutes? 3. Group norms and ground rules
• Work together within a set of group norms defined by the group
Group discussion about shared ground rules and appropriate group norms.
WS: Introduction to Sustainability
5 minutes 4. Johari Window • Develop concept of how we can see ourselves & others
Present Johari Window model on board Discussion on what it means to us individually
AG and HO: Johari Window (HO is optional)
15 minutes 5. Team building game
e.g. rope knots initiative
• Feel more comfortable within the team
• Contribute to problem solving
Rope has a knot tied every 60cm apart. Everyone grabs hold of rope near a knot and cannot let go. Object is to untie all the knots.
Knotted rope
25 minutes 6. Presentation and discussion on ‘what is ecology?’
• Understand the terms ecology, biodiversity
• Work in a small team
Split into pairs and develop a definition of ecology. Bring together ideas to broaden everyone’s understanding PowerPoint to showcase diversity & provide explanation/summary
AG: What is ecology? SS: What is ecology? WS: Intro to Sustainability Computer & data projector
15 min Break
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15 min 7. Learning styles game
• Better understand how they learn best
• Appreciate others learn differently
A series of questions is read out, students tick which answer best describes them. Scores are added and give indication of learning style preference.
AG: Learning styles SS: Learning styles WS: Intro to Sustainability P,D,W,T signs (1 copy, included at the end of the AG)
20 minutes 8. ‘What is sustainability?’ discussion
• Come to an agreed understanding of what sustainability is
• Work within larger group
Break into groups of say 5. Come up with a definition of what group thinks sustainability is. Bring together all the ideas.
5 minutes 9. Team building game
e.g. name game
• Know each others names • Develop connections while
working together as a group
In large circle throw balls to each other. Must say thanks and use persons name of who you receive it from and call out name of person you are going to throw the ball at before you throw
• 3‐4 tennis or soft balls
10 minutes 10. Team building game e.g. Chinese boxing
• appreciate most obvious style does not work all the time, i.e. vary your strategy
• you can learn from watching others
Opponents face each other and can only touch each others open hands. Idea is to get opponent off balance by pushing & giving way. When feet move lose a point. Can hold competition round robin
• Cleared area
15 minutes 11. What do people think about the environment
• Know why people in the group care &/or don’t care about the environment.
Group discussion on views regarding the environment. View 8 minute speech made by Severn Suzuki at a presentation to 1992 Rio Earth Summit.
AG: What do you think about the environment? • Download Rio speech
Severn Suzuki (details in AG)
10 minutes 12. Summary and evaluation
Summarise main learning objectives and what was covered.
Summary of what we have done Write down two things that you learnt or are looking forward to learning in YEC Student feedback as a group to the teacher
3:00 hours
N.B. The team building games here are provided only as examples. There are many alternatives available on the internet and in numerous publications.
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Learning Outcomes PD F1‐2 = Personal Development ‐ Foundation Unit 1 Outcome 2 RW3 = Reading and Writing Outcome 3; O= Oracy; N = Numeracy Session/Activity Learning Outcomes
(As a result of this unit, students should be able to…)
VCAL Learning Outcomes (foundation level listed only – for intermediate see the learning outcomes matrix)
1. Introductions and overview
• Outline what we will do over the 2 terms
• How it fits into VCAL • Know who the teacher is
2. Teambuilding
• know more about each other and each others’ names
PD F1‐5. Demonstrate teamwork skills PD F2‐4. Work effectively in a group RW1: Writing for self expression
3. Group norms and ground rules
• Work together within a set of group norms defined by the class
PD F1‐5: Demonstrate teamwork skills PD F2‐2: Clarifying rights and responsibilities O1: Oracy for self expression RW1: Writing for self expression
4. Johari Window • Develop concept of how we can see ourselves & others
PD F1‐3: Demonstrate knowledge specific to an established goal. PD F1‐5: Demonstrate teamwork skills RW3: Writing for knowledge RW7: Reading for knowledge
5. Team building game, e.g. rope knots initiative
• Feel more comfortable within the team
• Contribute to problem solving
PD F1‐5: Demonstrate teamwork skills
6. Presentation and discussion on ‘what is ecology?’
• Understand the terms ecology, biodiversity
• Work in a small team
PD F1‐3: Demonstrate knowledge specific to an established goal. O2: Oracy for Knowledge RW3: Writing for knowledge
7. Learning styles game
• Better understand how they learn best
• Appreciate others learn differently
PD F1‐3: Demonstrate knowledge specific to an established goal. RW3: Writing for knowledge O2: Oracy for Knowledge
8. ‘What is sustainability?’ discussion
• Come to an agreed understanding of what sustainability is
• Work within larger group
PD F1‐3: Demonstrate knowledge specific to an established goal. RW3: Writing for knowledge
9. Teambuilding game
• Know each others’ names • Develop connections
while working together as a group
PD F1‐5: Demonstrate teamwork skills PD F2‐4: Work effectively in a group
10. Teambuilding game
• appreciate most obvious style does not work all the time, i.e. vary your strategy
• you can learn from watching others
PD F1‐5: Demonstrate teamwork skills PD F2‐4: Work effectively in a group
11. What do people think about the environment?
• Know why people in the class care &/or don’t care about the environment.
O1: Oracy for self expression
12. Summary and evaluation
• Summarise main leaning objectives and what was covered.
O1: Oracy for self expression
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Resource Requirements
Facilities and Equipment
Computer Data Projector White board Textas
Unit Materials
1. Slideshow: Youth Eco‐Challenge Overview (note that this will need to be updated with information specific to how and when the YEC is being run) 2. & 3. Worksheet: Introduction to Sustainability 4. Activity Guide: Johari Window
Handout: Johari Window (optional) 5. Knotted rope 6. Activity Guide: What is ecology?
Slideshow: What is ecology?
7. Activity Guide: Learning styles game P, D, W, T signs (1 copy) – included at the end of the activity guide Slideshow: Learning styles Worksheet: Introduction to Sustainability 8. Activity Guide: What is sustainability? Worksheet: Introduction to Sustainability 9. 3‐4 tennis or soft balls for name game 10. Only a cleared area 11. Activity Guide: What do you think about the environment? YouTube download: http://www.youtube.com/watch?v=uZsDliXzyAY
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Main Learning Objectives • Introduce the YEC course outline • Group development and team building • Develop an understanding of different attitudes toward the environment • Appreciate the importance of youth voice in helping to influence government
decision making • Introduce the Johari concept as a model of group learning • Help student to identify their preferred learning styles according to the PART
system • Develop a group definition of sustainability based on students’ existing
knowledge Revise and evaluate what students have learnt about sustainability Further Resources Team games books:
• Funn ‘n Games • Silver Bullets • Quicksilver • No props • Cowstails and Cobras II • The Bottomless Bag Revival
Johari window website: http://www.businessballs.com/johariwindowmodel.htm
