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Sustainable Practices Unit for Stage 3

Timeframe: 5 weeks, 10 lessons, 60 minutes per lesson

Unit Overview

This unit engages Stage 3 students in understanding and applying sustainable practices through hands-on activities and design processes. Students will explore various sustainable practices, learn about their importance, and apply design thinking to create solutions for real-world environmental challenges. The unit will culminate in a project where students design a sustainable solution for a community issue. Throughout the unit, students will engage in formative assessments such as quizzes, reflection journals, and peer assessments, leading to a summative assessment in the form of a final project presentation.

Curriculum Outcomes and Content

ST3-SCI-01: Uses evidence to explain how scientific knowledge can be used to develop sustainable practices.
ST3-PQU-01: Poses questions to identify variables and conducts fair tests to gather data.
ST3-DAT-01: Interprets data to support explanations and arguments.
ST3-DDT-01: Uses design processes to create, evaluate, and modify designed solutions.
ST3-DDT-02: Creates, evaluates, and modifies algorithms to code or control digital devices and systems.

Integration of Aboriginal and Torres Strait Islander Perspectives

Throughout the unit, students will explore how Aboriginal and Torres Strait Islander Peoples' sustainable practices continue to protect the environment. This will be integrated into discussions, case studies, and project work, aligning with the curriculum's emphasis on cultural understanding and sustainability.

Assessment and Reflection

Formative assessments will be conducted throughout the unit, including quizzes, reflection journals, and peer assessments. The summative assessment will be a final project presentation where students showcase their sustainable solutions, incorporating feedback from peers and teachers.

Week 1: Introduction to Sustainability

Lesson 1: What is Sustainability?

Objective: Understand the concept of sustainability and its importance (ST3-SCI-01).
Activities:
- Discuss the meaning of sustainability and its relevance to everyday life.
- Watch a video on sustainable practices.
- Discuss how Aboriginal and Torres Strait Islander Peoples have historically practiced sustainability, such as through land management and resource use.
- Create a class chart of sustainable practices observed in the community.
Assessment: Reflection journal entry on personal sustainable practices.
Materials: Video on sustainability, chart paper, markers.
Differentiation:
- Support: Provide a list of key terms and definitions related to sustainability.
- Challenge: Research and present an example of a sustainable practice from another culture.

Lesson 2: The Impact of Human Activities

Objective: Identify the impact of human activities on the environment (ST3-SCI-01).
Activities:
- Group discussion on human activities that affect the environment.
  - Explore the impact of human activities on environments traditionally managed by Aboriginal and Torres Strait Islander Peoples.
- Case study analysis of a local environmental issue.
- Class debate on the importance of sustainable practices.
Assessment: Peer assessment of debate contributions.
Materials: Case study materials, debate guidelines.
Differentiation:
- Support: Provide sentence starters for the debate.
- Challenge: Investigate a global environmental issue and propose sustainable solutions.

Week 2: Exploring Sustainable Practices

Lesson 3: Reducing Waste

Objective: Understand methods to reduce waste and their benefits (ST3-SCI-01).
Activities:
- Discuss different types of waste and their impact on the environment.
- Conduct a waste audit in the school.
- Create a plan to reduce waste in the classroom.
Assessment: Waste audit report and reflection.
Materials: Waste audit checklist, planning materials.
Differentiation:
- Support: Provide a guided template for the waste audit report.
- Challenge: Design a campaign to promote waste reduction in the school.

Lesson 4: Recycling and Reusing

Objective: Explore recycling and reusing as sustainable practices (ST3-SCI-01).
Activities:
- Research different materials that can be recycled or reused.
- Create a recycled art project using collected materials.
- Present the art project to the class.
Assessment: Peer feedback on art project presentations.
Materials: Recyclable materials, art supplies.
Differentiation:
- Support: Provide examples of recyclable materials and art project ideas.
- Challenge: Investigate the recycling process for a specific material and include this information in the presentation.

Week 3: Sustainable Design

Lesson 5: Introduction to Design Thinking

Objective: Understand the design thinking process and its application to sustainability (ST3-DDT-01).
Activities:
- Introduce the design thinking process.
- Brainstorm sustainable design ideas for a community issue.
- Create a mind map of potential solutions.
Assessment: Mind map evaluation.
Materials: Design thinking resources, mind map template.
Differentiation:
- Support: Provide a step-by-step guide to the design thinking process.
- Challenge: Research a successful sustainable design and present its impact.

Lesson 6: Prototyping Sustainable Solutions

Objective: Develop a prototype for a sustainable solution (ST3-DDT-01).
Activities:
- Select a design idea to prototype.
- Use materials to create a simple prototype.
- Test and evaluate the prototype.
Assessment: Prototype testing and evaluation report.
Materials: Prototyping materials, evaluation checklist.
Differentiation:
- Support: Provide a checklist for prototype testing.
- Challenge: Modify the prototype based on test results and suggest improvements.

Week 4: Implementing Sustainable Practices

Lesson 7: Planning for Implementation

Objective: Create a plan to implement a sustainable practice in the community (ST3-DDT-01).
Activities:
- Identify a community need for a sustainable practice.
- Develop a detailed implementation plan.
  - Incorporate Aboriginal and Torres Strait Islander sustainable practices into the plans, learning from traditional knowledge systems.
- Prepare a presentation to share the plan.
Assessment: Implementation plan review.
Materials: Planning template, presentation tools.
Differentiation:
- Support: Provide a structured template for the implementation plan.
- Challenge: Include a cost-benefit analysis in the implementation plan.

Lesson 8: Presenting Sustainable Solutions

Objective: Present a sustainable solution to the class (ST3-DDT-01).
Activities:
- Finalise presentation details.
- Present the sustainable solution to the class.
- Provide feedback on peer presentations.
Assessment: Presentation and peer feedback.
Materials: Presentation tools, feedback forms.
Differentiation:
- Support: Provide a presentation outline and practice time.
- Challenge: Incorporate multimedia elements into the presentation.

Week 5: Reflection and Evaluation

Lesson 9: Reflecting on Learning

Objective: Reflect on the learning journey and the impact of sustainable practices (ST3-SCI-01).
Activities:
- Discuss the key learnings from the unit.
- Reflect on personal contributions to sustainability.
  - Reflect on how Aboriginal and Torres Strait Islander Peoples' sustainable practices have influenced students' understanding of sustainability.
- Write a reflection piece on the importance of sustainable practices.
Assessment: Reflection journal entry.
Materials: Reflection prompts, writing materials.
Differentiation:
- Support: Provide reflection sentence starters.
- Challenge: Write a letter to a local leader advocating for a sustainable practice.

Lesson 10: Evaluating Sustainable Solutions

Objective: Evaluate the effectiveness of sustainable solutions presented (ST3-DAT-01).
Activities:
- Review the presentations and solutions shared.
- Discuss the strengths and areas for improvement.
- Complete an evaluation form for peer solutions.
Assessment: Evaluation form and discussion.
Materials: Evaluation forms, rubric.
Differentiation:
- Support: Provide a guided evaluation form with examples.
- Challenge: Suggest modifications to improve the solutions based on evaluation.

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